I am a cognitive scientist interested in the origins of language and thought.

My research is at the intersection of cognitive development, psychophysics, and psycholinguistics. I am especially interested in how children intuitively represent and reason about number, time, and space, and how these universal representations interact with higher-level abilities, including language, mathematics, and metacognition. The ultimate goal of my research is to understand why learning is sometimes easy, and sometimes hard and protracted. Besides here, you can find information on my work through Google Scholar, GitHub, or ORCID pages.

I am also the PI of the Centre for Cognitive Development. If you are interested in joining our lab as a Research Assistant, please visit us online.

If you are interested in joining the lab as a Graduate Student or Post-Doc, please email me directly. If you are interested in learning more about my supervision style or the expectations I hold of graduate students in my lab, please read my Graduate Student Expectations Document (last updated August/11/2020).

Curriculum vitae

(Last Update: Aug/6/2020)

Employment

University of British Columbia
Associate Professor
2020 - Present
University of British Columbia
Assistant Professor
2014 - 2020

Education

Johns Hopkins University
Ph.D. Psychological and Brain Sciences
Advisor: Justin Halberda
Thesis: "Objects and Substances in Vision, Language, and Development"
2010 - 2014
Johns Hopkins University
M.A. Psychological and Brain Sciences
Advisor: Justin Halberda
2009 - 2010
University of Toronto
Hon B.Sc. Psychology (with High Distinction)
Advisors: Jay Pratt and Lynn Hasher
Thesis: "The Effects of Aging on the Attentional Blink"
2004 - 2008

Grants

SSHRC Insight Development Grant (Co-PI: Liu, Odic, Conati, Milner-Bodner)
"Robotics Education for a New Generation of STEM", $54,965
2019 - 2021
SSHRC Insight Grant (PI)
"The role of intuitive number error monitoring in learning mathematics", $94,620
2018 - 2023
NSERC Discovery Grant (PI)
"The psychophysics of number, time, and space", $120,000
2016 - 2021
SSHRC Insight Development Grant (PI)
"Measuring individual and developmental differences in confidence", $64,073
2015 - 2017
Canadian Fund for Innovation Leaders Opportunity Fund (PI)
"Building the Centre for Cognitive Development", $117,648
2015 - 2016
University of British Columbia Hampton Research Fund (PI)
"The Psychology and Psychophysics of Confidence", $10,000
2014 - 2015

Contact Info

If you are interested in joining my lab as a research assistant, please visit our lab website here. Somebody from the lab will get back to you as soon as we are looking for new members (usually in September or January).

  • Address

    2136 West Mall (Kenny Building)
    University of British Columbia
    Vancouver, BC, V6T 1Z4
    Canada

Publications

The following are currently in press and published manuscripts. If you are interested in ongoing or under-review work, please email me. Whenever possible, I make PDFs and OSF links with pre-registrations, methods, and data available. External links will take you directly to a publisher's website. Citation statistics are available through my Google Scholar profile.

Published or Accepted

Libertus. M., Odic,D., Feigenson, L., & Halberda, J. (in press) Visual training of approximate number sense improves auditory number sense and schoolmath ability. Frontiers in Psychology..
Baer, C., & Odic, D. (in press) Children flexibly compare their perceptual certainty across and within domains. Developmental Psychology..
Wong, H., & Odic, D. (in press) The intuitive number sense predicts formal symbolic equation error monitoring abilities. JEP:LMC.
Baer, C., & Odic, D. (2020) The relationship between children’s approximate number confidence and formal math abilities. Numerical Cognition, 6(1), 50-65.
Odic, D., & Wojcik, E. (2020) The publication gender gap in psychology. The American Psychologist, 75, 92-103.
Baer, C., & Odic, D. (2019) Certainty in numerical judgments develops independently of the Approximate Number System. Cognitive Development, 52, 100817.
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), 208 - 218.
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. Developmental 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., Eisinger, 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 old children. 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 of '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 (9), 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 (5), 711-717.
Odic, D., & Pratt, J. (2008) Solving the correspondence problem within the Ternus display: The differential-activation theory. Perception, 37(12), 1790 - 1804

Teaching

Below, you can find the syllabi and, where available, course evaluations for the courses I have taught. If you are a student in one of my classes, please find more information the UBC Canvas system.

University of British Columbia

PSYC102: Introduction to Psychology (2019 Syllabus)
This course is the second half of UBC's Introductory Psychology class and covers Statistics, Intelligence, Personality, Emotion and Motivation, Health, Social, Developmental, and Clinical Psychology. Typical class size is around 350 students.
PSYC513A: Computational Modelling in Developmental Psychology (2018 Syllabus)
This graduate course focused on the basic theoretical underpinnings of computational modelling in cognitive developmental psychology, including on connectionism, deep belief nets, dynamical field theory, and Bayesian cognitive modelling.
COGS303: Methods in Cognitive Sciences (2017 Syllabus)
This graduate course focused on the basic theoretical underpinnings of computational modelling in cognitive developmental psychology, including on connectionism, deep belief nets, dynamical field theory, and Bayesian cognitive modelling.

Johns Hopkins University

AS.200.116: Science of the Unscientific
How does scientific psychology study aspects of human behaviour that are seemingly unscientific, such as free will, consciousness, dreams, ESP, etc.? This 2-week long intersession course provides a general overview of the recent work done by psychologists in all these topics. Students will read primary articles testing hypotheses about these 'unscientific' domains and discussed whether these can be studied as a science, and what the consequences are for science's role in society.