Dr. Kelly Mix, director
Kelly S. Mix
director
FACULTY WEB PAGE
ADDRESS: |
College of Education
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EMAIL: |
kmix@msu.edu
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PHONE: |
(517) 432-1817 (office)
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EDUCATION: |
Ph.D., Developmental Psychology, 1995, University of Chicago, Chicago, IL M.A., Developmental Psychology, 1993, University of Chicago, Chicago, IL B.A., Elementary Education, 1987, Western Michigan University, Kalamazoo, MI Senior Honors Thesis: “Learning Styles and Underachievement in Gifted Children”
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| EMPLOYMENT: | College of Education Department of Psychology Scott, Foresman, and Company Livermore Valley Unified School District |
HONORS
Boyd McCandless Award (American Psychological Association, Division 7, Early Career Award), 2002.
Science Teaching Award, Livermore Valley Unified School District, 1990.
MAJOR RESEARCH GRANTS, AWARDS, AND FELLOWSHIPS
Spencer Foundation, Key Transitions in Preschoolers’ Number and Arithmetic Development: The Psychological Foundations of Early Childhood Mathematics Education, $460,050, 2003-2008 (Co-PI with Arthur Baroody, University of Illinois).
NSF, 0125287, Facilitating the Understanding of Complex Adaptive Systems Through Computer Simulations, $330,910, 2001-2004 (Co-PI with Robert Goldstone, Indiana Univ.).
NICHD, HD37819-01, Early Number Development: A Domain General Approach, $277,000, 1999-2004.
NICHD Postdoctoral Fellowship, $74,908, 1996-1999, (I declined in order to accept a faculty position).
Harris Fellowship, University of Chicago, tuition and $12,000 annual stipend, 1991-1995.
SMALL RESEARCH GRANTS AND AWARDS
APA, The Art of Science: A Festschrift in Honor of Janellen Huttenlocher, $2000, 2005.
Kemp Foundation Award, Parent input and children’s acquisition of number concepts, $4000, 2003.
Kemp Foundation Award, Effects of object similarity on young children's analogical mapping performance, $4100, 2001.
Kemp Foundation Award, The influence of the language on children’s fraction concepts, $2840, 2000.
Indiana University Overseas Conference Fund Awards, $400, 1998, 2000.
College of Arts and Sciences Summer Faculty Fellowship, $6000, 1997.
PROFESSIONAL SERVICE
NSF, VITAL: A Learning Environment for Courses in Early Mathematics Education, $2,300,000, 2004-2009 (I will serve as a Domain Expert; Herbert Ginsburg & Frank Moretti, Columbia University, are Co-Pi’s).
Editorial Consultant, British Journal of Developmental Psychology, 2003-present.
Co-organizer (with Susan Levine and Nora Newcombe) and presenter, The art of science: A festschrift in honor of Janellen Huttenlocher, University of Chicago, 2005.
Chairperson, Boyd McCandless Award Committee, APA Division 7, 2003.
Co-Organizer (with Linda Smith and Michael Gasser) and presenter, 4th Annual Language and Space Workshop: The Spatial Foundations of Cognition and Language, Indiana University, 2003.
Reviewer, Biennial Meeting of the Society for Research in Child Development, 2003.
Participant, Forum on Using Scientific Knowledge of Development to Inform Preschool Assessment, Temple University, 2003.
Reviewer, Biennial Meeting of the International Conference of Infant Studies (ICIS), Panel 11, 2002.
Member, NSF Blue Ribbon Panel, Transitions from Childhood to the Workforce, 2000.
Member, Program Committee, Annual Meeting of the Midwestern Psychological Association, 2000-2002.
Indiana University Faculty Representative, Midwestern Psychological Association, 2000-2004.
Grant Reviewer: NICHD, NSF, US Department of Education
Adhoc Reviewer: Animal Learning and Behavior, British Journal of Developmental Psychology, Child Development, Cognition, Cognitive Development, Cognitive Psychology, Cognitive Science, Developmental Psychology, Developmental Science, Early Childhood Research Quarterly, Early Education and Development, Infancy, Journal of Cognition and Development, Journal of Experimental Child Psychology, Journal of Experimental Psychology: General, Journal for Research in Mathematics Education, Psychological Bulletin, Psychological Review, Psychological Science, Psychonomic Bulletin and Review, Science, Trends in Cognitive Science,
UNIVERSITY AND DEPARTMENTAL SERVICE
Chair, Early Childhood Search Committee, MSU, 2005-07.
Member, CEPSE Faculty Advisory Committee, MSU, 2005-present.
Elected member, Bloomington Faculty Council, 2001-2005.
Member, Indiana University Fringe Benefits Committee, 2001-2004.
Member, Developmental Cognitive Neuroscience Search Committee, 2001-03.
Area Spokesperson, 2002-2003.
Member, POSTCOM, (departmental chairperson’s advisory panel), Department of Psychology, Indiana University, 1999-2002.
Member, Graduate Admissions Committee, Department of Psychology, Indiana University, 1997-2004.
Member, Minority Students Committee, Department of Psychology, Indiana University, 1997-1999.
Member, Clinical Search Committee, Department of Psychology, Indiana University, 1997-1998.
Faculty Mentor, Exploration of Careers in Science Program, NSF (at Indiana University), Summer, 1997.
Faculty Mentor, Developmental Training Grant Minority Research Fellowship, Indiana University, Summer, 1997.
PROFESSIONAL AFFILIATIONS
Member, Society for Research in Child Development, 1993-present.
Member, American Psychological Association, 1995-present.
(Student Affiliate, 1993-1995)
Member and Campus Representative, Midwest Psychological Association, 1996-present.
Member, National Council of Teachers of Mathematics, 1996-present.
Member, American Association of University Professors, 1996-present.
Member, Cognitive Development Society, 1999-present
PUBLICATIONS:
AUTHORED BOOKS
Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Quantitative development in infancy and early childhood. New York: Oxford University Press.
EDITED BOOKS
Smith, L.B., Gasser, M., & Mix, K. S (submitted). Thinking Through Space. New York: Oxford University Press.
BOOK CHAPTERS
Baroody, A. J., Lai, M.-L., & Mix, K. S, (2005). The development of young children's number and operation sense and its implications for early childhood education. In B Spodek & O. Saracho (Eds.)Handbook of Research on the Education of Young Children. (pp. 187-221). Mahwah, NJ: Lawrence Erlbaum Associates.
Mix, K. S., Sandhofer, C.M., & Baroody, A. J. (2005). Number words and number concepts: The interplay of verbal and nonverbal quantification in early childhood. In R. V. Kail (Ed.) Advances in Child Development and Behavior, Volume 33 (pp. 305-345). New York: Academic Press. [pdf]
Mix, K. S. & Sandhofer, C. M. (in press). Do we need a number sense? To appear In M. J. Roberts (Ed.). Integrating the mind. Hove, UK: Psychology Press.
Mix, K. S. (submitted). Spatial tools for mathematical thought. To appear in L.B. Smith, M. Gasser & K. S. Mix (Eds.) Thinking Through Space. New York: Oxford University Press.
MONOGRAPHS
Mix, K. S. & Sandhofer, C. M. Early numeracy: A long-term microgenetic study. (Proposal under review).
JOURNAL ARTICLES
Mix, K. S., Huttenlocher, J., & Levine, S. C.(1996). Do preschool children recognize auditory-visual numerical correspondences? Child Development, 67, 1592-1608. [pdf]
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1997). Numerical abstraction in infants: Another look. Developmental Psychology, 33, 423-428. [pdf]
Clearfield, M. W. & Mix, K. S. (1999). Number versus contour length in infants’ discrimination of small visual sets. Psychological Science, 10, 408-411. [pdf]
Mix, K. S. (1999). Preschoolers’ recognition of numerical equivalence: Sequential sets. Journal of Experimental Child Psychology, 74, 309-332 (Special Issue: The Development of Mathematical Cognition, J. Bisanz, Ed.) [pdf]
Mix, K. S. (1999). Similarity and numerical equivalence: Appearances count. Cognitive Development, 14, 269-297. [pdf]
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35, 164-174. [pdf]
Clearfield, M., & Mix, K.S. (2001). Amount versus number: Infants’ use of area and contour length to discriminate small sets. Journal of Cognition and Development, 2(3), 243–260.
Mix, K. S. (2002). The construction of number concepts. Cognitive Development, 17, (Special issue: Constructivism Today, J. Langer & E. Turiel, Eds.), 1345-1363. [pdf]
Mix, K. S. (2002). Trying to build on shifting sand: Commentary on Cohen and Marks. Developmental Science, 5, 205-206.
Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128, 278-294. [pdf]
Paik, J. H., & Mix, K. S. (2003). U.S. and Korean children’s comprehension of fraction names: A reexamination of cross-national differences, Child Development, 74, 144-154. [pdf]
Paik, J. H. & Mix, K. S. (in press). Preschoolers’ use of surface similarity in object comparisons: Taking context into account. Journal of Experimental Child Psychology.
Mix, K. S. (submitted). How Spencer made number: First uses of the number words.
Mix, K.S. (submitted). Are number concepts special?: Cross-mapping and complexity effects on children’s numerical comparisons.
Mix, K. S. (submitted). Surface similarity and label knowledge impact early numerical comparisons.
Mix, K.S. (submitted). Are number concepts special?: Cross-mapping and complexity effects on children’s numerical comparisons.
Paik, J. H. & Mix, K. S. (submitted). It’s all relative: Different levels of relational similarity used in children’s comparisons.
Mix, K. S. & Paik, J. H. (submitted). Transparent fraction names: Comparing U. S. and Korean children’s performance on verbal and nonverbal measures.
PROCEEDINGS AND TECHNICAL REPORTS
Barsalou, L.W., Yeh, W., Luka, B., Olseth, K., Mix, K. S., & Wu, L. (1993). Concepts and meaning. In K. Beals, G. Cooke, D. Kathman, K. E. McCullough, S. Kita, & D. Testen (Eds.) Linguistic Society 29: Papers from a parasession on conceptual representations. University of Chicago: Chicago Linguistics Society. [pdf]
Mix, K. S. (1998). Development of numerical equivalence judgments: Appearances count. In B. Kokinov, D. Gentner, and K. Holyoak, (Eds.), Proceedings of the Advances in Analogy Research Workshop :Integration of Theory and Data from the Cognitive, Computational, and Neural Sciences. New Bulgarian University: AMBR Analogy Research Group.
Drake, P. D., Mix, K. S., & Clearfield, M.W. (2000). Precursors to number: Making the most of continuous amount. In L. R. Gleitman & A. K. Joshi (Eds.) Proceedings of the Twenty-Second Annual Conference of the Cognitive Science Society. Mahwah, N.J.: Erlbaum.
Mix, K.S. (2004). How Spencer made number: An observational study of early number word use. Cognitive Science Technical Report #255, Indiana University.
IN PREPARATION
Baroody, A. J., & Mix, K. S. Changing views of young children's numerical and arithmetic competencies.
Mix, K.S. & Anderson, J. One-to-one correspondence in toddlers’ spontaneous play.
Mix, K. S., Goldstone, R. L., & Paik, J. H. Dimensions of quantity: Use of number and amount to compare sets.
Mix, K. S. & Sandhofer, C. M. Pulling the pieces together: Four approaches to teaching the cardinal word principle.
INVITED PRESENTATIONS
Mix, K. S. (1996, February). Preschoolers’ recognition of cardinal equivalence. Colloquium presented at the University of Iowa and Indiana University.
Levine, S. C., Huttenlocher, J., & Mix, K. S. (1997, February). Early quantitative development. Invited lecture at the annual meeting of the Learning Disabilities Association of America, Chicago.
Mix, K. S. (1997, May). Numerical abstraction in infancy and early childhood. In J. Huttenlocher (Chair), Recent advances in cognitive development. Invited symposium conducted at the annual meeting of the Midwest Psychological Association, Chicago.
Mix, K. S. (1997, October). Development of numerical abstraction. Colloquium presented at the Indiana University Logic Seminar, Bloomington, IN.
Mix, K. S. (1998, July). Recognizing numerical equivalence in infancy and early childhood. Colloquium presented at the Universite de Provence, Aix-en-Provence, France.
Mix, K. S. (2000, March). Are number concepts special? Colloquium presented at Boston University.
Mix, K. S. (2000, December). Pathways to number. Colloquium presented at the University of Illinois, Champaign, IL.
Mix, K. S. (2002, July). Do human infants perceive quantities in terms of discrete number? In M. West (Chair) The ultimate and proximate infant. Symposium conducted at the annual meeting of the Animal Behavior Society, Bloomington, IN.
Mix, K. S. (2003, May). Research on children’s comparisons informs research on numerical equivalence (and vice versa). Invited paper presented at the annual meeting of the Midwest Psychological Association, Chicago.
Mix, K. S. (2003, October). Are early number concepts spatial? Paper presented at the workshop, The Spatial Foundation of Cognition and Language, hosted by Indiana University, Bloomington, IN.
Mix, K. S. (2004, February). Competence, performance, and the development of number concepts. Colloquium presented at Michigan State University, East Lansing, MI.
Mix, K. S. (2005, September). Hearing voices. Paper presented at The art of science: A festschrift in honor of Janellen Huttenlocher, Chicago, IL.
Mix, K. S. (2005, October). Number words and number concepts: Turning up the microscope. Colloquium presented at the University of Chicago.
Mix, K. S. (2005, October). Bringing meaning to small numbers: How children pull the pieces together. Colloquium presented at the Erickson Institute and the Center for Early Childhood Research, Chicago, IL.
Mix, K. S. (2006, November). Number development: The view from close-up, Colloquium presented at Carnegie Mellon University, Pittsburgh, PA.
CONTRIBUTED PRESENTATIONS
Mix, K. S., Huttenlocher, J., & Levine, S. C. (1993, April). The recognition of intermodal numerical correspondences by preschool children. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago.
Mix, K. S. (1994, January). Recognition of auditory-visual numerical correspondences in infancy and early childhood: Are babies really smarter than you think? Paper presented at the Workshop on Mathematics Teaching and Learning, University of Chicago.
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1994, May). Infants’ detection of auditory-visual numerical correspondences: Another look. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago.
Mix, K. S., Huttenlocher, J., & Levine, S. C. (1994, June). Recognition of auditory-visual numerical correspondences in infancy and early childhood. Poster presented at the annual meeting of the Jean Piaget Society, Chicago.
Mix, K. S. (1996, June). Preschoolers’ recognition of cardinal equivalence. Paper presented at the annual meeting of the Jean Piaget Society, Philadelphia.
Mix, K. S. & Levine, S. C. (1997, April). Fraction and mixed number calculation ability in four- to seven-year-olds. Poster presented at the biennial meeting of the Society for Research in Child Development, Washington, D. C.
Mix, K. S. (1999, April). Are fractions harder than whole numbers? In J. Huttenlocher (Chair), Concepts of continuous amount. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Albuquerque, N.M.
Clearfield, M. W. & Mix, K. S. (1999, April). Infants use contour length—not number—to discriminate small sets. Poster presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, N.M.
Mix, K. S. & Waxman, S. (1999, October). Are color concepts easier to learn than number concepts? Poster presented at the first annual meeting of the Cognitive Development Society, Chapel Hill, N.C.
Mix, K. S. (2000, July). How specific interactions drive quantitative development. In N. S. Newcombe and K. Hirsh-Pasek (Chairs) Standing at the radical middle: Interactionism in infant development in the linguistic, spatial, and quantitative domains. Symposium conducted at the biennial meeting of the International Conference of Infant Studies, Brighton, England.
Mix, K. S. (2000, July). Changes in early quantitative representation. In S. Carey (Chair), Infants’ numerical cognition: Current issues and new directions. Symposium conducted at the biennial meeting of the International Conference of Infant Studies, Brighton, England.
Clearfield, M. W., Mix, K. S., & Drake, P. D. (2001, April). Infants’ discrimination of small and large sets. In K. S. Mix (Chair) The role of overall amount in early quantification. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
Mix, K. S. (2001, April). The differentiation of continuous and discrete quantification. In K. S. Mix (Chair) The role of overall amount in early quantification. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
Paik, J. H. & Mix, K. S. (2001, April). U. S. children learning fractions: Do English fraction names interfere? Poster presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
Paik, J. H. & Mix, K. S. (2001, May). U. S. children learning fractions: Do English fraction names interfere? Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
Paik, J. H. & Mix, K. S. (2003, April). Context effects on preschoolers’ comparisons. In J. H. Paik & K. S. Mix (Chairs) Flexibility in children’s comparisons and categories. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Tampa, FL.
Sandhofer, C. M. & Mix, K. S. (2003, April). Number language and number concepts: Evidence from a long-range microgenetic study. In K. S. Mix & C. M. Sandhofer (Chairs) Multiple approaches to understanding the interaction of language and cognition. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Tampa, FL.
Sandhofer, C. M. & Mix, K. S. (2003, October). Children learning properties: Are domain-specific mechanisms necessary? In B. Morris & V. Sloutsky (Chairs). Core competencies: In search of domain-general mechanisms. Symposium conducted at the annual meeting of the Cognitive Development Society, Park City, UT.
Anderson, J. & Mix, K. S. (2004, May). A longitudinal analysis of children’s one-to-one correspondence behaviors. Poster presented at the biennial meeting of the International Conference of Infant Studies, Chicago, IL.
Paik, J. H. & Mix, K. S. (2005, April). Preschoolers’ similarity judgments: Taking context into account. In J. B. Childers (Chair). Structural Alignment and Comparison: Evidence of a New Mechanism for Cognitive Development Symposium conducted at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.
Paik, J. H. & Mix, K. S. (2005, April) Young children’s performance on verbal and nonverbal fraction measures. Poster presented at the biennial meeting of the Society for Research in Child Development, Atlanta, GA.
Baroody, A. J., Lai, M. L., & Mix, K. S. (2005, December). Changing views of young children's numerical and arithmetic competencies. In B. Spodek & O. N. Saracho (Chairs) Presenting the knowledge base of early childhood education symposium conducted at the annual meeting of the National Association for the Education of Young Children, Washington, D.C.
Baroody, A. J., & Mix, K. S. (2006, April). Changing views of young children's numerical and arithmetic competencies. A paper to be presented at a meeting of World Association of Early Childhood Educators (sponsored by the UNESCO). Madrid, Spain.
TEACHING INTERESTS: Developmental Psychology, Cognitive Psychology, Cognitive Development, Applied Developmental Psychology.
REFERENCES: |
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Susan Cohen Levine |
| Linda Smith Department of Psychology Indiana University 1101 E. 10th St. Bloomington, IN 47405 (812) 855-8256 smith4@indiana.edu |
Art Baroody Curriculum and Instruction University of Illinois 317 Education Building, mc-708 1310 Sixth St. Champaign, IL 61820 baroody@uiuc.edu |