Research Publications

This is a list of our scientific publications, demos, and posters.

Journal Articles and Book Chapters

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

    Wang, J., Odic, D., Halberda, J., & Feigenson, L. (in press) 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.

    Hunter, T., Lidz, J., Odic, D., & Wellwood, A. (in press) On how verification tasks are related to verification procedures: A reply to Kotek et al. Natural Language Semantics.

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

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

    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 Development16(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

Interested in finding out even more?

We'd love to have you at the Centre, either as a participant in one of our studies or as a member of the lab!