Centre for Cognitive Development @ UBC

Odic, D. & Oppenheimer, D. (in press) Visual number perception is impaired for real-world scenes. Cognition.

Dramkin, D., Bonn, C., Baer, C., & Odic, D. (in press) The malleable impact of non-numeric features in visual number perception. Acta Psychologica.

Baer, C., & Odic, D. (2022) Mini-Managers: Children strategically divide cognitive labor among collaborators, but with a self-serving bias. Child Development, 93(2), 437-450.

Sella, F., Slusser, E., Odic, D. & Krajcsi, A. (2021) The emergence of children’s natural number concepts: current theoretical challenges. Child Development Perspectives, 15(4), 265-273.

Knowlton, T., Hunter, T., Odic, D., Wellwood, A., Halberda, J., Pietroski, P., & Lidz, J. (2021) Pieces of word meaning: How language impacts vision and action. Annals of the New York Academy of Sciences, 1500(1), 134-144.

Bear, C., Malik, P., & Odic, D. (2021) Are Children’s Judgments of Another’s Accuracy Linked to Their Metacognitive Confidence Judgments? Metacognition and Learning, 16, 485-516.

Libertus. M., Odic, D., Feigenson, L., & Halberda, J. (2020) Visual training of approximate number sense improves auditory number sense and schoolmath ability. Frontiers in Psychology.

Wong, H., & Odic, D. (2021) The intuitive number sense predicts formal symbolic equation error monitoring abilities. JEP:LMC, 47(1), 1-10.

Baer, C., & Odic, D. (2020) The relationship between children’s approximate number confidence and formal math abilities. Numerical Cognition, 56(11), 2095-2101.

Baer, C., & Odic, D. (2020) Certainty in numerical judgments develops independently of the Approximate Number System. Cognitive Development, 6(1), 50-65.

Odic, D., & Wojcik, E. (2020) The publication gender gap in psychology. The American Psychologist, 75, 92-103.

Picon, E., Dramkin, D., & Odic, D. (2019) Visual illusions reveal the primitives of number perception. Journal of Experimental Psychology: General, 148, 1675-1687.

Baer, C., Gill, I., & Odic, D. (2018) A domain-general sense of confidence in young children. Open Mind, 1(4), 86-96.

Odic, D. & Starr, A. (2018) An Introduction to the Approximate Number System. Child Development Perspectives, 12, 208-218.

Odic, D., Pietroski, P., Hunter, T., Lidz, J., & Halberda, J. (2018) Individuals and Non-Individuals in Cognition and Semantics. Glossa, 3, 61.

Odic, D. (2018) Children's intuitive sense of number develops independently of their perception of area, density, length and time. Develompental Science, 21, e12533.

Odic, D. (2017) The contributions of non-numeric dimensions to number encoding, representations, and decision-making factors. Behavioral and Brain Sciences, 40, 34-35.

Wang, J., Odic, D., Halberda, J., & Feigenson, L. (2017) Better together: Multiple lines of evidence for a link between approximate and exact number representations. A reply to Merkley, Matejko & Ansari. Journal of Experimental Child Psychology, 153, 168-172.

Hunter, T., Lidz, J., Odic, D., & Wellwood, A. (2017) On how verification tasks are related to verification procedures: A reply to Kotek et al. Natural Language Semantics, 25(2), 91-107.

Libertus, M., Odic, D., Feigenson, L., & Halberda, J. (2016) The Precision of Mapping Between Number Words and the Approximate Number System Predicts Children's Formal Math Abilities. Journal of Experimental Child Psychology., 150, 207-226.

Odic, D., Im, H.Y., Eisenger, R., Ly, R., & Halberda, J. (2016) PsiMLE: A maximum-likelihood approach to estimating psychophysical scaling and variability more reliably, efficiently, and flexibly. Behavior Research Methods, 48(2), 445-462.

Wang, J., Odic, D., Halberda, J., & Feigenson, L. (2016) Changing preschoolers' approximate number system changes their symbolic math performance. Journal of Experimental Child Psychology, 147, 82-89.

Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016) Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers. PLoS ONE, 11(4).

Odic, D., Valle Lisboa, J., Eisinger, R., Gonzalez Olivera, M., Maiche, A., & Halberda, J. (2016) Approximate number and approximate time each correlate with school math abilities in children. Acta Psychologica, 163, 17-26.

Odic, D., & Halberda, J. (2015) Eye movements reveal distinct encoding patterns of number and cumulative surface area in random dot arrays. Journal of Vision, 15, 15-15.

Libertus, M., Odic, D., Feigenson, L., & Halberda, J. (2015) A developmental vocabulary assessment for parents (DVAP): validating parental report of vocabulary size in 2-7 year olds. Journal of Cognition and Development, 16(3), 442-454.

Odic, D., Le Corre, M., & Halberda, J. (2015) Children's mappings between number words and the approximate number system. Cognition, 138, 102-121.

Halberda, J., & Odic, D. (2014) The precision and internal confidence of our approximate number thoughts. Evolutionary Origins and Early Development of Basic Number Processing, 305 - 333

Odic, D., Hock, H., & Halberda, J. (2014) Hysteresis affects number discrimination in young children. Journal of Experimental Psychology: General, 143(1), 255-265.

Odic, D., Libertus, M., Feigenson, L., & Halberda, J. (2013) Developmental change in the acuity of approximating area and approximating number. Developmental Psychology, 49, 1103-1112

Odic, D., Pietroski, P., Hunter, T., Lidz, J., & Halberda, J. (2013) Children's understanding more and discrimination of number and surface area. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(2), 451-461.

Libertus, M., Odic, D., & Halberda, J. (2012) Intuitive sense of number correlates with scores on college-entrance examination. Acta Psychologica, 141, 373-379.

Odic, D., Roth, O., & Flombaum, J. (2012) The relationship between apparent motion and object files. Visual Cognition, 20, 1082-1094.

Pietroski, P., Lidz, J., Hunter, T., Odic, D., & Halberda, J. (2011) Seeing what you mean, mostly. Syntax & Semantics, 37, 181-218.

Odic, D., & Pratt, J. (2010). Differential activation theory can account for the Ternus Display: Rejoinder to Petersik. Perception, 39, 711-717.

Odic, D., & Pratt, J. (2008). Solving the correspondence problem within the Ternus display: The differential-activation theory. Perception, 37, 1790 - 1804