Mix, K. S., Levine, S. C., Cheng, Y.-L. Stockton, J. D., & Bower, C. (2020). Does spatial training improve mathematics performance? A comparison of training type, age, and mathematics outcome. Journal of Educational Psychology.
Mix, K.S.. & Kalish, C. K.. (2019) Foreword to the Special Issue: Found in Translation. Journal of Cognition and Development, 20(2), 107-109, doi:10.1080/15248372.2019.1605997.
Mix, K. S. (2019). Why are spatial skill and mathematics related? Child Development Perspectives, 13(2), 121-126. doi: 10.1111/cdep.12323
Mix, K. S., Smith, L. B. & Crespo, S. (2019) Leveraging relational learning mechanisms to improve place value instruction. In M. W. Alibali & E. A. Norton (Eds.) Constructing Number: Merging Perspectives from Psychology and Mathematics Education (pp.87-121). Cham, Switzerland: Springer.
Yuan, L., Prather, R., Mix, K. S., & Smith, L.B. (2019) Preschoolers and multi-digit numbers: A path to mathematics through symbols themselves. Cognition, 189(1), 89-104. doi: 10.1016/j.cognition.2019.03.013
Mix, K. S., Hambrick, D. Z., Satyam, V. R., Burgoyne, A., & Levine, S. C. (2018). The latent structure of spatial skill: A test of the 2x2 typology. Cognition, 268-278. doi: 10.1016/j.cognition.2018.07.012
Mix K.S., Levine S.C. (2018) Part II Commentary 2: Disparities and Opportunities: Plotting a New Course for Research on Spatial Visualization and Mathematics. In K.S. Mix & M. Battista (Eds.) Visualizing Mathematics: Research in Mathematics Education (pp.347-353). Cham, Switzerland: Springer.
Young, C.J., Levine, S. C., & Mix, K. S. (2018). What processes underlie the relation between spatial skill and mathematics? In K.S. Mix & M. Battista (Eds.) Spatial Visualization in Mathematics (pp. 117-148). Cham, Switzerland: Springer.
Young, C.J., Levine, S. C., & Mix, K. S. (2018). The connections between spatial skill and mathematics ability across development. In H.-C. Nuerk, K. Cipora, F. Domahs & M. Haman (Eds.) On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations (pp. 122-128). Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88963-588-7
Mix, K. S., Smith, L. B., Stockton, J. D., Cheng, Y. L., & Barterian, J. A. (2017). Grounding the Symbols for Place Value: Evidence From Training and Long-Term Exposure to Base-10 Models. Journal of Cognition and Development, 18(1), 129-151.
Mix, K. S., Levine, S. C., Cheng, Y., Young, C., Hambrick, D. Z., Ping, R. & Konstantopolous, S. (2016). Separate but correlated: The latent structure of space and mathematics across development. Journal of Experimental Psychology: General, 145(9), 1206-1227.
Mix, K. S., Levine, S. C., & Newcombe, N. S. (2016). Development of quantitative thinking across correlated dimensions. In A. Henik (Ed.) Continuous Issues in Numerical Cognition: How Many or How Much (pp. 3-35), New York: Elsevier.