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 language acquisition enriches basic intuitions about quantity and helps children learn uniquely human abilities including mathematics and science. The ultimate goal of my research is to understand why learning is sometimes easy, and sometimes hard and protracted.

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.

Curriculum vitae

Last Updated: Sep/26/2016

Employment

University of British Columbia
Assistant Professor
2014 - Present

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

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 our lab as a research assistant, please visit fill out the form 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
  • Office

    Kenny 2035
  • Phone

    604-827-0621
  • Email

    darko.odic@psych.ubc.ca

Publications

Abstracts ( ) are available for most manuscripts. Where possible, you can also view a demo ( ) or download code ( ). Please note that all available PDFs ( ) are provided for convenience only and remain the copyright of their respective publishers. Citation statistics are available through my Google Scholar profile.

Published or Accepted

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

Odic, D. (in press)

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.

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

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

Hunter, T., Lidz, J., Odic, D., & Wellwood, A. (in press)

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

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

Odic, D., Im, H.Y., Eisinger, 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.

Odic, D., Im, H.Y., Eisinger, R., Ly, R., & Halberda, J. (in press)

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.

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

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).

Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016)

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., Valle Lisboa, J., Eisinger, R., Gonzalez Olivera, M., Maiche, A., & Halberda, J. (2016)

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.

Odic, D., & Halberda, J. (2015)

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.

Libertus, M., Odic, D., Feigenson, L., & Halberda, J. (2015)

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

Odic, D., Le Corre, M., & Halberda, J. (2015)

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

Halberda, J., & Odic, D. (in press)

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., Hock, H., & Halberda, J. (2014)

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., Libertus, M., Feigenson, L., & Halberda, J. (2013)

Blob Discrimination Demo

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.

Odic, D., Pietroski, P., Hunter, T., Lidz, J., & Halberda, J. (2013)

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

Libertus, M., Odic, D., & Halberda, J. (2012)

Odic, D., Roth, O., & Flombaum, J. (2012) The relationship between apparent motion and object files. Visual Cognition, 20 (9), 1082-1094.

Odic, D., Roth, O., & Flombaum, J. (2012)

Apparent Motion and Object Files Demo

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

Pietroski, P., Lidz, J., Hunter, T., Odic, D., & Halberda, J. (2011)

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. (2010)

Odic, D., & Pratt, J. (2008) Solving the correspondence problem within the Ternus display: The differential-activation theory. Perception, 37(12), 1790 - 1804

Odic, D., & Pratt, J. (2008)

In Preparation

Baer, C. & Odic, D. (in prep) Measuring individual and developmental differences in children’s sense of confidence.
Picon, E. & Odic, D. (in prep) Visual illusions reveal the primitives of number perception.
Odic, D., Libertus, M., Zhu, R., Feigenson, L., & Halberda, J. (in prep) The relationship between verbal number estimation and the Approximate Number System in five- to seven-year-old children and adults.

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 Connect system.

University of British Columbia

PSYC102: Introduction to Psychology (2016 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.

Johns Hopkins University

AS.200.116: Science of the Unscientific (2013 Syllabus )
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. 2013 Course Evaluation available.