By Barbara Landau, John Sabini, John Jonides, Elissa L. Newport
Those unique empirical learn essays within the psychology of notion, cognition, and language have been written in honor of Henry and Lila Gleitman, of the so much in demand psychologists of our time. The essays variety throughout fields foundational to cognitive technology, together with belief, realization, reminiscence, and language, utilizing formal, experimental, and neuroscientific methods to problems with illustration and studying. An advent presents a old standpoint on the improvement of the sphere from the Nineteen Sixties onward. The members have all been colleagues and scholars of the Gleitmans, and the gathering celebrates their effect at the box of cognitive science.Contributors : Cynthia Fisher, Susan Goldin-Meadow, Katherine Hirsh-Pasek, John Jonides, Phillip Kellman, Michael Kelly, Donald S. Lamm, Barbara Landau, Jack Nachmias, Letitia Naigles, Elissa Newport, W. Gerrod Parrott, Daniel Reisberg, Robert A. Rescorla, Paul Rozin, John Sabini, Elizabeth Shipley, Thomas F. Shipley, John C. Trueswell.
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Additional resources for Perception, Cognition, and Language: Essays in Honor of Henry and Lila Gleitman
But in the end Henry prevailed. Just as Henry got me started down the road as a researcher, he got me started down the road as a teacher. It was as a TA in his class that I began to experience the pleasure of teaching others. I also had, of course, the opportunity to observe from a new perspective the master teacher. I like to think that I picked up a few tricks from him—although I never did master the art of holding a class’s flagging attention for fifteen minutes by waving a cigarette in my hand, the filter end pointed away from my mouth, acting as though at any minute I might light that end by mistake.
Lila’s teaching also goes on, as all of the contributors to this volume know, at the Gleitman weekly research seminar. That is where all (or almost all) of the research programs discussed in this book were launched. Since other people have written about them in this volume, I am sure I needn’t. But perhaps I could say a word about how one comes to be a student of Lila’s. Of course some students come to Penn specifically to work with Lila because of her international reputation. But that is only how some of her students become her students.
Still, as vital to the life of the mind as those folks are, so too were the medieval monks; the ones who copied the classical texts—perhaps without the foggiest understanding of the language they were copying. And, more optimistically, we all can do that. And we can teach our students to do that. The first thing, then, we must teach our students, Henry might tell us, is to love and, because we love, pre- Some Lessons from Henry and Lila Gleitman 51 serve our intellectual heritage. Once we and they are fluent in Latin, or Greek, or Hullian learning theory, then maybe, just maybe it is time for an original thought.