Manchester, United Kingdom
4200 Fifth Ave, Pittsburgh, PA 15260, USA
University of Pittsburgh
Philadelphia, PA 19104, USA
University of Pennsylvania
Blue Bell, Pennsylvania, United States
Sperry Univac Co.
65 Bergen St, Newark, NJ 07103, USA
University of Medicine and Dentistry of New Jersey
370 West Lancaster Avenue, Haverford, PA 19041, USA
1801 N Broad St, Philadelphia, PA 19122, USA
(How do children achieve adult grammatical competence? How...)
How do children achieve adult grammatical competence? How do they induce syntactical rules from the bewildering linguistic input that surrounds them? The major debates in language acquisition theory today focus not on whether there are some sensitivities to syntactic information but rather which sensitivities are available to children and how they might be translated into the organizing principles that get syntactic learning off the ground. The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade: the intermodal preferential looking paradigm, which can be used to assess lexical and syntactic knowledge in children as young as 13 months. In addition to drawing together their groundbreaking empirical work, the authors use these results to describe a theory of language learning that emphasizes the role of multiple cues and forces in development. They show how infants shift their reliance on different aspects of the linguistic input, moving from a bias to attend to prosodic information to a reliance on semantic information, and finally to a reliance on the syntax itself. Viewing language acquisition as the product of a biased learner who takes advantage of the information available from a variety of sources in his or her environment, The Origins of Grammar provides a new way of thinking about the process of language comprehension. The analysis borrows insights from theories about the development of mental models, models of early cognitive development and systems theory, and is presented in a way that will be accessible to cognitive and developmental psychologists.
(In their first three years of life, babies face the most ...)
In their first three years of life, babies face the most complex learning endeavor they will ever undertake as human beings: They learn to talk. Now, as researchers make new forays into the mystery of the development of the human brain, Golinkoff and Hirsh-Pasek, both developmental psychologists and language experts, offer parents a powerfully insightful guidebook to how infants—even while in the womb—begin to learn language. Along the way, the authors provide parents with the latest scientific findings, developmental milestones, and important advice on how to create the most effective learning environments for their children. This book takes readers on a fascinating, vitally important exploration of the dance between nature and nurture, and explains how parents can help their children learn more successfully.
(Now Available in Paperback! In Einstein Never Used Flashc...)
Now Available in Paperback! In Einstein Never Used Flashcards highly credentialed child psychologists, Kathy Hirsh-Pasek, Ph.D., and Roberta Michnick Golinkoff, Ph.D., with Diane Eyer, Ph.D., offer a compelling indictment of the growing trend toward accelerated learning. It's a message that stressed-out parents are craving to hear: Letting tots learn through play is not only okay-it's better than drilling academics! Drawing on overwhelming scientific evidence from their own studies and the collective research results of child development experts, and addressing the key areas of development-math, reading, verbal communication, science, self-awareness, and social skills-the authors explain the process of learning from a child's point of view. They then offer parents 40 age-appropriate games for creative play. These simple, fun--yet powerful exercises work as well or better than expensive high-tech gadgets to teach a child what his ever-active, playful mind is craving to learn.
(Why is it that the best and brightest of our children are...)
Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent? In Play=Learning, top experts in child development and learning contend that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, Singer, Golinkoff, and Hirsh-Pasek urge researchers and practitioners to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, work through their emotions, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, the contributors to this volume demonstrate the powerful effects of play in the intellectual, social, and emotional spheres. Play=Learning will be an important resource for students and researchers in developmental psychology. Its research-based policy recommendations will be valuable to teachers, counselors, and school psychologists in their quest to reintroduce play and joyful learning into our school rooms and living rooms.
(Although there has been a surge in our understanding of c...)
Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning lack a primary focus on verbs and adjectives. Researchers throughout the world recognize how our understanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume represents a proliferation of research on the frontier of early verb learning, enhancing our understanding of the building blocks of language and considering new ways to assess key aspects of language growth.
(We are robbing young children of play time at home and sc...)
We are robbing young children of play time at home and school in an effort to give them a head start on academic skills like reading and mathematics. Yet the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The authors present scientific evidence in support of three points: 1) children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; 2) academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and 3) learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. Written in clear and expressive language, this book offers a comprehensive review of research supporting playful learning along with succinct policy and practice recommendations that derive from this research. A Mandate for Playful Learning in Preschool is a must read for teachers, policy makers, and parents interested in educating a generation of life-long learners who are ready for school and ready to compete in the knowledge-based economy of the 21st century.
Hirsh-Pasek attended Manchester College from 1973 to 1974. She then graduated from the University of Pittsburgh with a bachelor's degree (summa cum laude) in 1975 and obtained her doctorate from the University of Pennsylvania in 1981.
Hirsh-Pasek started her career as a consultant research psychologist on software ease of use at Sperry Univac in 1980. During that time, she also started teaching at the Medical College of New Jersey (now the University of Medicine and Dentistry of New Jersey in Newark). She worked there for four years and then went to Haverford College, where she became an assistant professor of psychology and director of Infant Language and Perception Laboratory.
In 1987, Hirsh-Pasek started her long relationships with Temple University in Philadelphia, working first as an assistant professor, then as an associate professor and currently as a professor of psychology there. She is now also a Senior Fellow at the Brookings Institution's Center for Universal Education and the current president of the International Congress of Infant Studies.
During her long career, Hirsh-Pasek was also an investigator on the NICHD Study of Early Child Care, worked on the language and literacy team for the development of the California Preschool Curriculum, was one of the organizers of the Ultimate Block Party and was one of the founders of the Learning Resource Network.
Moreover, Hirsh-Pasek is a speaker at colleges and universities, including the University of Bern, University of New South Wales, Macquarie University, Roen College, Princeton University, Brown University, Duke University, Lehigh University, and Carnegie-Mellon University.
(Why is it that the best and brightest of our children are...)2006
(How do children achieve adult grammatical competence? How...)1996
(Although there has been a surge in our understanding of c...)2006
(We are robbing young children of play time at home and sc...)2008
(In their first three years of life, babies face the most ...)2000
(Now Available in Paperback! In Einstein Never Used Flashc...)2004
Hirsh-Pasek is a member of the International Society for Infant Studies, American Psychological Association, American Psychological Society, Society for Research in Child Development, Jean Piaget Society, Psychology Roundtable, Sigma Xi, Pi Lambda Thet and Omicron Delta Kappa.
Hirsh-Pasek married Jeff Pasek on August 17, 1975. The couple has 3 children: Josh, Benj and Michael.