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Cognition|February 28, 2015
Children's mappings between number words and the approximate number systemDarko Odic, Mathieu Le Corre, Justin HalberdaDevelopmental Science|March 6, 2025
Do Young Children Use Verbal Disfluency as a Cue to Their Own Confidence?Eloise West, Carolyn Baer, Lisa Yu, et al.Plos One|April 15, 2016
Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in PreschoolersAnna Shusterman, Emily Slusser, Justin Halberda, et al.Journal of Experimental Child Psychology|April 11, 2016
Changing the precision of preschoolers' approximate number system representations changes their symbolic math performanceJinjing Jenny Wang, Darko Odic, Justin Halberda, et al.Journal of Experimental Child Psychology|November 7, 2016
Better together: Multiple lines of evidence for a link between approximate and exact number representations: A reply to Merkley, Matejko, and AnsariJinjing Jenny Wang, Darko Odic, Justin Halberda, et al.Acta Psychologica|September 12, 2022
The malleable impact of non-numeric features in visual number perceptionDenitza Dramkin, Cory D Bonn, Carolyn Baer, et al.Frontiers in Psychology|September 25, 2020
Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math AbilityMelissa E Libertus, Darko Odic, Lisa Feigenson, et al.Journal of Experimental Child Psychology|June 28, 2016
The precision of mapping between number words and the approximate number system predicts children's formal math abilitiesMelissa E Libertus, Darko Odic, Lisa Feigenson, et al.Developmental Psychology|August 15, 2012
Developmental change in the acuity of approximate number and area representationsDarko Odic, Melissa E Libertus, Lisa Feigenson, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|June 13, 2012
Young children's understanding of "more" and discrimination of number and surface areaDarko Odic, Paul Pietroski, Tim Hunter, et al.Pageof 25