The Idea of Universality in Linguistics and Human Rights

Total Page:16

File Type:pdf, Size:1020Kb

The Idea of Universality in Linguistics and Human Rights The Idea of Universality in Linguistics and Human Rights SPEAKER: Noam Chomsky Institute Professor; Professor of Linguistics SPEAKER: Elizabeth S. Spelke Professor of Psychology Co- Director, Mind, Brain, and Behavior Inter-faculty Initiative, Harvard University. The Idea of SPEAKERS: Universality in Noam Chomsky: Institute Professor; Professor of Linguistics Linguistics and Human Rights Elizabeth S. Spelke: Professor of Psychology Co-Director, Noam Chomsky Mind, Brain, and Behavior Inter-faculty Initiative, Harvard March 15,2005 University. Time 00:57:13 ABOUT THE LECTURE: If humans have a common, in-born capacity for language, and Audio Only: for such complex behaviors as morality, might the faculties be QuickTime – 28MB somehow linked? Noam Chomsky perceives a mere thread of MP3 - 70MB a connection. At breakneck speed, Chomsky leads us through Audio and Video: a history of language theory, concluding with the revolutionary QuickTime - 371MB model he championed: a universal grammar underpinning all WindowsMedia - 313MB languages that corresponds to an innate capacity of the human RealVideo - 101MB brain. While scientists may now have a “clearer grasp of the universals of language,” says Chomsky, notions of universality grow murky as we move “into domains of will, choice and judgment.” Chomsky cites the 1948 Universal Declaration of Human Rights as one example of “broad cross-cultural consensus.” But he brandishes examples of how “our moral and intellectual culture….forcefully rejects universal moral judgments” -- such as continued U.S. refusal to approve anti- From mitworld.mit.edu/video/257/ 1 24 November 2005 torture conventions. In contrast, Elizabeth Spelke forcefully links “universals in human nature to some of the developments in bringing about a greater balance in human rights.” Thirty years of cognitive and cross cultural research show that humans universally structure their world in terms of objects, have a universal capacity to represent numbers, and to represent other people as “intentional, goal-directed agents whose freely chosen actions are subject to moral evaluation.” Variation among humans flows from another universal capacity: to “freely combine concepts from different core systems.” Spelke speculates that “humans might be gripped by a tremendous illusion that different members of different groups really are fundamentally different” – an illusion that might drive us to conflict and rights abuses. These aspects of human nature pose a major challenge, but, Spelke concludes, a more fundamental faculty “holds the potential key to remedy”—our capacity to “articulate deeply entrenched notions, criticize and get beyond them.” ABOUT THE SPEAKERS: Noam Chomsky has written and lectured widely on linguistics, philosophy, intellectual history, international affairs and U.S. foreign policy. A brief sampling of his prolific work includes: The Logical Structure of Linguistic Theory; Aspects of the Theory of Syntax; Language and Mind; American Power and the New Mandarins; Reflections on Language; Rules and Representations; Knowledge of Language; The Culture of Terrorism; Manufacturing Consent (with E.S. Herman); Understanding Power (New Press, 2002); and most recently, Hegemony or Survival: America’s Quest for Global Dominance (Henry Holt and Company, 2003). Chomsky received his Ph.D. in linguistics from the University of Pennsylvania in 1955. He joined the staff of the Massachusetts Institute of Technology in 1955 and in 1961 was appointed full professor in the Department of Modern Languages and Linguistics. During the years 1958 to 1959 Chomsky was in residence at the Institute for Advanced Study in Princeton, NJ. In the spring of 1969 he delivered the John Locke Lectures at Oxford; in January 1970 he delivered the Bertrand Russell Memorial Lecture at Cambridge University; in 1972, the Nehru Memorial Lecture in New Delhi, and in 1977, the Huizinga Lecture in Leiden, among many others. Chomsky has received honorary degrees from universities around the world, and is a Fellow of the American Academy of Arts and Sciences and the National Academy of Science. Before arriving at Harvard University, Elizabeth Spelke was a professor in the Department of Brain and Cognitive Sciences at From mitworld.mit.edu/video/257/ 2 24 November 2005 MIT, and in the Department of Psychology at Cornell University. She is a Fellow of the American Association for the Advancement of Science, and a member of the National Academy of Sciences and the American Academy of Arts and Sciences. Among her numerous honors, Spelke was among Time Magazine's America's Best in Science and Medicine. She received the William James Award from the American Psychological Society. Spelke earned her B.A. from Radcliffe College and her Ph.D. from Cornell University in 1978. NOTES ON THE VIDEO (Time Index): Video length is 1:38:30. Balakrishnan Rajagopal, Director, MIT Program on Human Rights and Justice, and Ford International Assistant Professor of Law and Development, introduces the event, thanks series sponsors and introduces the speakers. At 6:58, Noam Chomsky begins. At 56:21, Elizabeth Spelke begins. At 1:16:02, Q&A begins. From mitworld.mit.edu/video/257/ 3 24 November 2005 Noam Chomsky Institute Professor; Professor of Linguistics Linguistic Theory, Syntax, Semantics, Philosophy of Language Biography Noam Chomsky was born on December 7, 1928 in Philadelphia, Pennsylvania. His undergraduate and graduate years were spent at the University of Pennsylvania where he received his PhD in linguistics in 1955. During the years 1951 to 1955, Chomsky was a Junior Fellow of the Harvard University Society of Fellows. While a Junior Fellow he completed his doctoral dissertation entitled, "Transformational Analysis." The major theoretical viewpoints of the dissertation appeared in the monograph Syntactic Structure, which was published in 1957. This formed part of a more extensive work, The Logical Structure of Linguistic Theory, circulated in mimeograph in 1955 and published in 1975. Chomsky joined the staff of the Massachusetts Institute of Technology in 1955 and in 1961 was appointed full professor in the Department of Modern Languages and Linguistics (now the Department of Linguistics and Philosophy.) From 1966 to 1976 he held the Ferrari P. Ward Professorship of Modern Languages and Linguistics. In 1976 he was appointed Institute Professor. During the years 1958 to 1959 Chomsky was in residence at the Institute for Advanced Study at Princeton, NJ. In the spring of 1969 he delivered the John Locke Lectures at Oxford; in January 1970 he delivered the Bertrand Russell Memorial Lecture at Cambridge University; in 1972, the Nehru Memorial Lecture in From mitworld.mit.edu/video/257/ 4 24 November 2005 New Delhi, and in 1977, the Huizinga Lecture in Leiden, among many others. Professor Chomsky has received honorary degrees from University of London, University of Chicago, Loyola University of Chicago, Swarthmore College, Delhi University, Bard College, University of Massachusetts, University of Pennsylvania, Georgetown University, Amherst College, Cambridge University, University of Buenos Aires, McGill University, Universitat Rovira I Virgili, Tarragona, Columbia University, University of Connecticut, Scuola Normale Superiore, Pisa, University of Western Ontario, University of Toronto, Harvard University, University of Calcutta, and Universidad Nacional De Colombia. He is a Fellow of the American Academy of Arts and Sciences and the National Academy of Science. In addition, he is a member of other professional and learned societies in the United States and abroad, and is a recipient of the Distinguished Scientific Contribution Award of the American Psychological Association, the Kyoto Prize in Basic Sciences, the Helmholtz Medal, the Dorothy Eldridge Peacemaker Award, the Ben Franklin Medal in Computer and Cognitive Science, and others. Chomsky has written and lectured widely on linguistics, philosophy, intellectual history, contemporary issues, international affairs and U.S. foreign policy. His works include: Aspects of the Theory of Syntax; Cartesian Linguistics; Sound Pattern of English (with Morris Halle); Language and Mind; American Power and the New Mandarins; At War with Asia; For Reasons of State; Peace in the Middle East?; Reflections on Language; The Political Economy of Human Rights, Vol. I and II (with E.S. Herman); Rules and Representations; Lectures on Government and Binding; Towards a New Cold War; Radical Priorities; Fateful Triangle; Knowledge of Language; Turning the Tide; Pirates and Emperors; On Power and Ideology; Language and Problems of Knowledge; The Culture of Terrorism; Manufacturing Consent (with E.S. Herman); Necessary Illusions; Deterring Democracy; Year 501; Rethinking Camelot: JFK, the Vietnam War and US Political Culture; Letters from Lexington; World Orders, Old and New; The Minimalist Program; Powers and Prospects; The Common Good; Profit Over People; The New Military Humanism; New Horizons in the Study of Language and Mind; Rogue States; A New Generation Draws the Line; 9- 11; and Understanding Power. Rev. 1/02 From mitworld.mit.edu/video/257/ 5 24 November 2005 Book Publications Logical Structure of Linguistic Theory. MIT Humanities Library. Microfilm. 1955. Syntactic Structures. The Hague: Mouton, 1957. Reprint. Berlin and New York, 1985. Aspects of the Theory of Syntax. Cambridge: The MIT Press, 1965. (Excerpted as Saussure Jakobson Hjelmslev Chomsky. Textos Selecionados, edited by V. Civita. Sao Paulo: Abril S.A. Cultural, 1985; Chapter
Recommended publications
  • In Defense of Massive Modularity
    3 In Defense of Massive Modularity Dan Sperber In October 1990, a psychologist, Susan Gelman, and three anthropolo- gists whose interest in cognition had been guided and encouraged by Jacques Mehler, Scott Atran, Larry Hirschfeld, and myself, organized a conference on “Cultural Knowledge and Domain Specificity” (see Hirsch- feld and Gelman, 1994). Jacques advised us in the preparation of the conference, and while we failed to convince him to write a paper, he did play a major role in the discussions. A main issue at stake was the degree to which cognitive development, everyday cognition, and cultural knowledge are based on dedicated do- main-specific mechanisms, as opposed to a domain-general intelligence and learning capacity. Thanks in particular to the work of developmental psychologists such as Susan Carey, Rochel Gelman, Susan Gelman, Frank Keil, Alan Leslie, Jacques Mehler, Elizabeth Spelke (who were all there), the issue of domain-specificity—which, of course, Noam Chomsky had been the first to raise—was becoming a central one in cognitive psychol- ogy. Evolutionary psychology, represented at the conference by Leda Cosmides and John Tooby, was putting forward new arguments for seeing human cognition as involving mostly domain- or task-specific evolved adaptations. We were a few anthropologists, far from the main- stream of our discipline, who also saw domain-specific cognitive pro- cesses as both constraining and contributing to cultural development. Taking for granted that domain-specific dispositions are an important feature of human cognition, three questions arise: 1. To what extent are these domain-specific dispositions based on truly autonomous mental mechanisms or “modules,” as opposed to being 48 D.
    [Show full text]
  • Read the Full PDF
    The Science on Women and Science The Science on Women and Science Christina Hoff Sommers Editor The AEI Press Publisher for the American Enterprise Institute WASHINGTON, D.C. Distributed to the Trade by National Book Network, 15200 NBN Way, Blue Ridge Summit, PA 17214. To order call toll free 1-800-462-6420 or 1-717-794-3800. For all other inquiries please contact the AEI Press, 1150 Seventeenth Street, N.W., Washington, D.C. 20036 or call 1-800-862-5801. Library of Congress Cataloging-in-Publication Data The science on women and science / Christina Hoff Sommers, editor. p. cm. Includes bibliographical references. ISBN-13: 978-0-8447-4281-6 ISBN-10: 0-8447-4281-3 1. Women in science. 2. Sex discrimination against women. 3. Sex differences in education. I. Sommers, Christina Hoff. Q130.S364 2009 2009022004 13 12 11 10 09 1 2 3 4 5 © 2009 by the American Enterprise Institute for Public Policy Research, Washington, D.C. All rights reserved. No part of this publication may be used or reproduced in any manner whatsoever without permission in writing from the American Enterprise Institute except in the case of brief quotations embodied in news articles, critical articles, or reviews. The views expressed in the publications of the American Enterprise Institute are those of the authors and do not necessarily reflect the views of the staff, advisory panels, officers, or trustees of AEI. Printed in the United States of America Contents INTRODUCTION: THE SCIENCE ON WOMEN IN SCIENCE, Christina Hoff Sommers 1 Notes 5 References 6 1WHY SO FEW WOMEN IN MATH AND SCIENCE? Simon Baron-Cohen 7 Sex Differences in the General Population 11 Female Advantage in Empathy 15 Culture and Biology 18 Conclusions 18 Notes 20 References 21 2GENDER, MATH, AND SCIENCE, Elizabeth S.
    [Show full text]
  • Moira Rose (Molly) Dillon
    Moira Rose Dillon Department of Psychology, New York University, 6 Washington Place, New York, NY 10003 Email – [email protected] Departmental Website – http://as.nyu.edu/psychology/people/faculty.Moira-Dillon.html Lab Website – https://www.labdevelopingmind.com Employment New York University New York, NY Assistant Professor, Department of Psychology, Faculty of Arts and Sciences (July 2017-present) Concurrent Positions New York University New York, NY Faculty Affiliate, Institute of Human Development and Social Change, Steinhardt School of Culture, Education, and Human Development (May 2019-present) Massachusetts Institute of Technology Cambridge, MA Invited Researcher, Abdul Latif Jameel Poverty Action Lab (J-PAL), Foundations of Learning (April 2021-present) Education Harvard University Cambridge, MA (August 2011-May 2017) Ph.D., Psychology (May 2017) A.M., Psychology (May 2014) Yale University New Haven, CT (August 2004-May 2008) B.A., Cognitive Science; Art (May 2008) Funding 2019-2024 National Science Foundation (PI: $1,718,437) CAREER: Becoming Euclid: Characterizing the geometric intuitions that support formal learning in mathematics (PI: $24,671) CLB: Career-Life Balance Faculty Early Career Development Program Supplement 2019-2023 DARPA (Co-PI; to NYU: $1,703,553; to Dillon: $871,874) Cognitive milestones for Machine Common Sense, Co-PI: Brenden Lake 2019-2021 Jacobs Foundation (PI: 150,000 CHF) Early Career Research Fellowship 2018-2019 Institute of Human Development and Social Change at NYU (PI: $14,848) The arc of geometric
    [Show full text]
  • Society for Research in Child Development Newsletter, 2003. INSTITUTION Society for Research in Child Development
    DOCUMENT RESUME ED 480 656 PS 031 539 AUTHOR Reid, Pamela Trotman, Ed.; Ehart, Bridget, Ed. TITLE Society for Research in Child Development Newsletter, 2003. INSTITUTION Society for Research in Child Development. PUB DATE 2003-00-00 NOTE 62p.; For the 2002 issues, see PS 031 538. AVAILABLE FROM Society for Research in Child Development, University of Michigan, 3131 South State Street, Suite 302, Ann Arbor, MI 48108-1623. Tel: 734-998-6574; Fax: 734-998-6569; e-mail: [email protected]; Web site: http://www.srcd.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT Society for Research in Child Development Newsletter; v46 nl- 4 2003 EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS *Child Development; Coping; *Developmental Psychology; Emotional Adjustment; Financial Support; Information Dissemination; Newsletters; **Organizations (Groups); Program Descriptions; Psychological Studies; Public Policy; School Desegregation; Terrorism IDENTIFIERS Project Head Start; *Society for Research in Child Development ABSTRACT This document consists of the four 2003 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancement in child growth and development research. Each issue of the newsletter includes announcements and notices of conferences, workshops, position openings, fellowship, and member obituaries. The January issue summarizes meetings of the Consortium for Social Science Associations and the Human Development
    [Show full text]
  • Dark, Beyond Deep: a Paradigm Shift to Cognitive AI with Humanlike Common Sense
    Dark, Beyond Deep: A Paradigm Shift to Cognitive AI with Humanlike Common Sense Yixin Zhua,∗, Tao Gaoa, Lifeng Fana, Siyuan Huanga, Mark Edmondsa, Hangxin Liua, Feng Gaoa, Chi Zhanga, Siyuan Qia, Ying Nian Wua, Joshua B. Tenenbaumb, Song-Chun Zhua aCenter for Vision, Cognition, Learning, and Autonomy (VCLA), UCLA bCenter for Brains, Minds, and Machines (CBMM), MIT Abstract Recent progress in deep learning is essentially based on a “big data for small tasks” paradigm, under which massive amounts of data are used to train a classifier for a single narrow task. In this paper, we call for a shift that flips this paradigm upside down. Specifically, we propose a “small data for big tasks” paradigm, wherein a single artificial intelligence (AI) system is challenged to develop “common sense,” enabling it to solve a wide range of tasks with little training data. We illustrate the potential power of this new paradigm by reviewing models of common sense that synthesize recent breakthroughs in both machine and human vision. We identify functionality, physics, intent, causality, and utility (FPICU) as the five core domains of cognitive AI with humanlike common sense. When taken as a unified concept, FPICU is concerned with the questions of “why” and “how,” beyond the dominant “what” and “where” framework for understanding vision. They are invisible in terms of pixels but nevertheless drive the creation, maintenance, and development of visual scenes. We therefore coin them the “dark matter” of vision. Just as our universe cannot be understood by merely studying observable matter, we argue that vision cannot be understood without studying FPICU.
    [Show full text]
  • Susan J. Hespos
    Susan J. Hespos Department of Psychology Northwestern University 2029 Sheridan Rd. Evanston, IL 60208-2710 http://www.psychology.northwestern.edu/people/faculty/core/profiles/susan-hespos.html http://sites.northwestern.edu/infantcognitionlab/ [email protected] Education 1996 Ph.D. Developmental Psychology, Emory University 1993 M.A. Cognitive Psychology, Emory University 1990 B.A. Psychology, Reed College Academic Positions 2009 – present Associate Professor of Psychology, Northwestern University Cognitive Science Program Learning Sciences Interdepartmental Neuroscience NSF Spatial Intelligence & Learning Center 2005 – 2009 Assistant Professor of Psychology, Northwestern University 2001 – 2005 Assistant Professor of Psychology and Human Development, Vanderbilt University 1998 – 2001 Postdoctoral Fellow, Massachusetts Institute of Technology Advisor: Elizabeth Spelke 1996 – 1998 Postdoctoral Fellow, University of Illinois at Champaign-Urbana Advisor: Renee Baillargeon Major Professional Interest: I uncover the earliest evidence of our cognitive capacities in infancy and describe what changes over development. Through this process we gain information critical to understanding cognition in general. Academic Awards 2011 Kellogg Management Skills for Innovative University Leaders Fellowship 2006 Distinguished Teaching Award from the Undergraduate Psychology Association Northwestern University 2004 Professor of the Month, Selected by the Greek Community / Panhellenic Council Vanderbilt University 2000 McDonnell-Pew Junior Scientist Research
    [Show full text]
  • Caleb Everett Proceedings of the 37Th Annual Meeting of the Berkeley Linguistics Society (2013), Pp
    Linguistic relativity and numeric cognition: New light on a prominent test case Author(s): Caleb Everett Proceedings of the 37th Annual Meeting of the Berkeley Linguistics Society (2013), pp. 91-103 Editors: Chundra Cathcart, I-Hsuan Chen, Greg Finley, Shinae Kang, Clare S. Sandy, and Elise Stickles Please contact BLS regarding any further use of this work. BLS retains copyright for both print and screen forms of the publication. BLS may be contacted via http://linguistics.berkeley.edu/bls/. The Annual Proceedings of the Berkeley Linguistics Society is published online via eLanguage, the Linguistic Society of America's digital publishing platform. Linguistic Relativity and Numeric Cognition: New Light on a Prominent Test Case CALEB EVERETT1 University of Miami Introduction The past two decades have seen both a resurgence and transformation of research on linguistic relativity. This is due in large part to the influential work of re- searchers such as Lucy (1992a, 1992b) and Levinson (1997, 2003, inter alia). Research on linguistic relativity has morphed from the Whorfian (1956), often anecdotally based enterprise, into one that is oriented around experiments of various sorts conducted among speakers of different languages. These languages are frequently the topic of inquiry because of some specific grammatical features they contain, features that potentially affect speakers cognitive orientations vis-à- vis a given semantic domain. Research of this type has resulted in evidence for language-mediated or influenced thought in a wide array of nonlinguistic tasks related to numeric cognition (De Cruz and Pica 2008, Pica et al. 2004), gender perception (Konishi 1993, Flaherty 2001), spatial and directional construal (Levinson 2003), substance classification (Lucy and Gaskins 2001, Imai and Mazuka 2007), the perception of time (Boroditsky et al.
    [Show full text]
  • Neuroeducation: Learning, Arts, and the Brain
    NEUROEDUCATION: LEARNING, ARTS, AND THE BRAIN Findings and Challenges for Educators and Researchers from the 2009 Johns Hopkins University Summit About The Johns Hopkins University School of Education Department of Interdisciplinary Studies in Education Neuro-Education Initiative Bringing Together Researchers, Educators, and Stakeholders Located at The Johns Hopkins University School of In partnership with The Dana Foundation and Education, the Neuro-Education Initiative (NEI) as a follow-up to the Dana Arts and Cognition bridges the gap between the brain sciences and Consortium, NEI hosted its inaugural national education by bringing together an interdisciplinary summit in May 2009 on the topic of Learning, Arts, group of researchers, educators, and stakeholders and the Brain. This publication captures the spirit of to explore the intersection and application of brain collaboration among summit participants who repre- research in education and to support potential areas sented a wide array of disciplines among the research, of translational research. academic, arts and educational practitioner commu- Supported by the Johns Hopkins University’s nities. Future summits will build on this spirit of Brain Science Institute, the Neuro-Education discovery and communication to bring the practical Initiative spearheads collaborative projects among needs of educators and stakeholders to the research research and educational faculty from across the community and the exciting discoveries of the brain University and beyond to advance the science of sciences to those who teach and nurture children. learning. Such projects include national summits For more information and future events visit and conferences on topics relevant to education, www.education.jhu.edu/nei; or contact the Neuro- graduate programs, and research initiatives to bring Education Initiative Co-Directors Mariale Hardiman new knowledge to inform educational practices at [email protected] or Susan Magsamen at and policies.
    [Show full text]
  • Annual Report 2018 Edition TABLE of CONTENTS 2018
    Annual Report 2018 Edition TABLE OF CONTENTS 2018 GREETINGS 3 Letter From the President 4 Letter From the Chair FLATIRON INSTITUTE 7 Developing the Common Language of Computational Science 9 Kavli Summer Program in Astrophysics 12 Toward a Grand Unified Theory of Spindles 14 Building a Network That Learns Like We Do 16 A Many-Method Attack on the Many Electron Problem MATHEMATICS AND PHYSICAL SCIENCES 21 Arithmetic Geometry, Number Theory and Computation 24 Origins of the Universe 26 Cracking the Glass Problem LIFE SCIENCES 31 Computational Biogeochemical Modeling of Marine Ecosystems (CBIOMES) 34 Simons Collaborative Marine Atlas Project 36 A Global Approach to Neuroscience AUTISM RESEARCH INITIATIVE (SFARI) 41 SFARI’s Data Infrastructure for Autism Discovery 44 SFARI Research Roundup 46 The SPARK Gambit OUTREACH AND EDUCATION 51 Science Sandbox: “The Most Unknown” 54 Math for America: The Muller Award SIMONS FOUNDATION 56 Financials 58 Flatiron Institute Scientists 60 Mathematics and Physical Sciences Investigators 62 Mathematics and Physical Sciences Fellows 63 Life Sciences Investigators 65 Life Sciences Fellows 66 SFARI Investigators 68 Outreach and Education 69 Simons Society of Fellows 70 Supported Institutions 71 Advisory Boards 73 Board of Directors 74 Simons Foundation Staff 3 LETTER FROM THE PRESIDENT As one year ends and a new one begins, it is always a In the pages that follow, you will also read about the great pleasure to look back over the preceding 12 months foundation’s grant-making in Mathematics and Physical and reflect on all the fascinating and innovative ideas Sciences, Life Sciences, autism science (SFARI), Outreach conceived, supported, researched and deliberated at the and Education, and our Simons Collaborations.
    [Show full text]
  • Psychologues Américains
    Psychologues américains A G (suite) M (suite) • Robert Abelson • Gustave M. Gilbert • Christina Maslach • Gordon Willard • Carol Gilligan • Abraham Maslow Allport • Stephen Gilligan • David McClelland • Richard Alpert • Daniel Goleman • Phil McGraw • Dan Ariely • Thomas Gordon • Albert Mehrabian • Solomon Asch • Temple Grandin • Stanley Milgram • Blake Ashforth • Clare Graves • Geoffrey Miller • David Ausubel • Joy Paul Guilford (psychologue) • Moubarak Awad • George Armitage H Miller B • Theodore Millon • G. Stanley Hall • James Baldwin • Daria Halprin N (psychologue) • Harry Harlow • Theodore Barber • Alan Hartman • Ulric Neisser • Gregory Bateson • Torey Hayden • Richard Noll • Diana Baumrind • Frederick Herzberg • Alex Bavelas • Ernest Hilgard O • Don Beck • James Hillman • Benjamin Bloom • Allan Hobson • James Olds • Edwin Garrigues • John L. Holland Boring • John Henry Holland P • Loretta Bradley • Evelyn Hooker • Nathaniel Branden • Carl Hovland • Baron Perlman • Urie Bronfenbrenner • Clark Leonard Hull • Walter Pitts • Joyce Brothers • Jerome Bruner J R • David Buss • Howard Buten • William James • Joseph Banks Rhine • Kay Redfield Jamison • Kenneth Ring C • Irving Janis • Judith Rodin • Arthur Janov • Carl Rogers • John Bissell Carroll • Joseph Jastrow • Milton Rokeach • James McKeen Cattell • Julian Jaynes • Eleanor Rosch • Raymond Cattell • Arthur Jensen • Marshall Rosenberg • Cary Cherniss • Frank Rosenblatt • Robert Cialdini K • Robert Rosenthal • Mary Cover Jones • Julian Rotter • Lee Cronbach • Daniel Kahneman • Paul Rozin
    [Show full text]
  • Becoming Euclid: Connecting Core Cognition, Spatial Symbols, and the Abstract Concepts of Formal Geometry
    Becoming Euclid: Connecting Core Cognition, Spatial Symbols, and the Abstract Concepts of Formal Geometry The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Dillon, Moira Rose. 2017. Becoming Euclid: Connecting Core Cognition, Spatial Symbols, and the Abstract Concepts of Formal Geometry. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:41142075 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Becoming Euclid: Connecting Core Cognition, Spatial Symbols, and the Abstract Concepts of Formal Geometry A dissertation presented by Moira Rose Dillon To The Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Psychology Harvard University Cambridge, Massachusetts April 2017 © 2017 Moira Rose Dillon Creative Commons by Attribution 4.0 International Dissertation Advisor: Professor Elizabeth S. Spelke Moira Rose Dillon Becoming Euclid: Connecting Core Cognition, Spatial Symbols, and the Abstract Concepts of Formal Geometry Abstract Humans alone are capable of formal geometry, like the one outlined in Euclid’s Elements. We can conceive of points so infinitely small they have no size and lines that extend so infinitely far they never end. And yet, we conceive of such “points” and “lines” without having ever perceived them. Where, then, do such geometric concepts come from? This dissertation asks whether and in what way phylogenetically ancient and developmentally precocious “core” geometric representations guiding navigation and form analysis in humans may come to support uniquely human symbolic and abstract geometric thought.
    [Show full text]
  • Gender, Choices, and STEM 2 Than Were Given by the Experimenter, Etc.)
    Spontaneous Focusing on Numerosity Is Linked to Numerosity Discrimination in Children and Adults Mattan S. Ben-Shachar1*, Svetlana Lisson1* Dalit Shotts-Peretz1, Minna Hannula-Sormunen2, and Andrea Berger 1Department of Psychology, Ben-Gurion University of the Negev, Faculty of Humanities and Social Sciences and Zlotowski Center for Neuroscience, Beer Sheva, Israel 2Department of Teacher Education, University of Turku, Finland Spontaneous focusing on numerosity (SFON) is the tendency to spontaneously address exact numerosity in the environment without prompting. While previous studies have found children’s SFON to be a stable, domain-specific predictor of mathematical abilities throughout development, it is unclear whether SFON reflects individual differences in quantitative processing. This study examined the relationship between SFON and the acuity of the Approximate Number System (ANS) in children and adults. To measure adults’ SFON, we developed a numerosity bias task (NBT). In children and adults, better ANS acuity was related to higher tendency to spontaneously focus on numerosity. Additionally, in adults, SFON was related to higher mathematical academic achievements. These findings suggest an interplay between SFON and ANS acuity, indicating a mechanism where increased ANS acuity makes numerosity elements in the environment more salient, while early self-initiated numerical practice promotes fine-tuning of the ANS. Possible implications of these reciprocal developmental pathways are discussed. Keywords: spontaneous focusing, numerosity, Weber ratio, mathematical abilities, mathematical achievements Research on mathematical development during who exhibit SFON tend to identify numerosities and preschool shows that children display considerable incorporate these impressions into decision making or individual differences in the rate of early behaviour, all without any explicit trigger, mathematical skills and knowledge acquisition, and in encouragement, or guidance to do so (Hannula and the fusion of acquired concepts and abilities (Hannula- Lehtinen 2005).
    [Show full text]