| Spatial training improves children's mathematics ability YL Cheng, KS Mix Journal of cognition and development 15 (1), 2-11, 2014 | 720 | 2014 |
| Number versus contour length in infants' discrimination of small visual sets MW Clearfield, KS Mix Psychological science 10 (5), 408-411, 1999 | 576 | 1999 |
| The relation between space and math: Developmental and educational implications KS Mix, YL Cheng Advances in child development and behavior 42, 197-243, 2012 | 480 | 2012 |
| Multiple cues for quantification in infancy: Is number one of them? KS Mix, J Huttenlocher, SC Levine Psychological bulletin 128 (2), 278, 2002 | 454 | 2002 |
| The development of young children’s early number and operation sense and its implications for early childhood education AJ Baroody, M Lai, KS Mix Handbook of research on the education of young children, 205-240, 2014 | 432 | 2014 |
| Quantitative development in infancy and early childhood KS Mix, J Huttenlocher, SC Levine Oxford University Press, 2002 | 425 | 2002 |
| Separate but correlated: The latent structure of space and mathematics across development. KS Mix, SC Levine, YL Cheng, C Young, DZ Hambrick, R Ping, ... Journal of Experimental Psychology: General 145 (9), 1206, 2016 | 318 | 2016 |
| Concepts and meaning L Barsalou | 257 | 1993 |
| Early fraction calculation ability. KS Mix, SC Levine, J Huttenlocher Developmental psychology 35 (1), 164, 1999 | 249 | 1999 |
| Amount versus number: Infants' use of area and contour length to discriminate small sets MW Clearfield, KS Mix Journal of cognition and development 2 (3), 243-260, 2001 | 209 | 2001 |
| Similarity and numerical equivalence: Appearances count KS Mix Cognitive Development 14 (2), 269-297, 1999 | 203 | 1999 |
| Numerical abstraction in infants: another look. KS Mix, SC Levine, J Huttenlocher Developmental psychology 33 (3), 423, 1997 | 186 | 1997 |
| Psychology’s role in mathematics and science education. NS Newcombe, N Ambady, J Eccles, L Gomez, D Klahr, M Linn, K Miller, ... American Psychologist 64 (6), 538, 2009 | 147 | 2009 |
| Do preschool children recognize auditory‐visual numerical correspondences? KS Mix, J Huttenlocher, SC Levine Child development 67 (4), 1592-1608, 1996 | 145 | 1996 |
| Acquisition of the cardinal word principle: The role of input KS Mix, CM Sandhofer, JA Moore, C Russell Early Childhood Research Quarterly 27 (2), 274-283, 2012 | 138 | 2012 |
| Thinking about quantity: The intertwined development of spatial and numerical cognition NS Newcombe, SC Levine, KS Mix Wiley Interdisciplinary Reviews: Cognitive Science 6 (6), 491-505, 2015 | 133 | 2015 |
| The construction of number concepts KS Mix Cognitive Development 17 (3-4), 1345-1363, 2002 | 131 | 2002 |
| Preschoolers' recognition of numerical equivalence: Sequential sets KS Mix Journal of experimental child psychology 74 (4), 309-332, 1999 | 128 | 1999 |
| The connection between spatial and mathematical ability across development CJ Young, SC Levine, KS Mix Frontiers in psychology 9, 358219, 2018 | 115 | 2018 |
| Why are spatial skill and mathematics related? KS Mix Child Development Perspectives 13 (2), 121-126, 2019 | 109 | 2019 |
