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April 26, 2007

Professor Kathy Hirsh-Pasek, Director, Infant Language and Perception Laboratory, Temple University, 4-26-07

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Dr. Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory. Professor Hirsh-Pasek has written nine books. Her recent book with Roberta Golinkoff, Einstein Never used Flashcards: How Children Really Learn and Why They Need To Play More and Memorize Less, (Rodale Books) won the prestigious Books for Better Life Award in 2003.

Professor Hirsh-Pasek has published 100 professional articles and given over 80 invited lectures around the world. Her research is funded by the National Science Foundation and the National Institutes of Health and Human Development. She is a Fellow of the American Psychological Association and the American Psychological Society, and serves as the Associate Editor of Child Development, the leading journal in her field.

Professor Hirsh-Pasek has been a spokesperson on early development for national magazines and newspapers (The New York Times, People, US News & World Report, Newsweek, Parent's Magazine), radio and television (The View, The Today Show. Good Morning America), and is an advisor for Sesame Workshop, Fisher Price Toys, Highlights, The Cartoon Network, and Children's Museums across North America.

Professor Kathy Hirsh-Pasek is the lead signatory of The Santiago Declaration. Her Santiago Declaration release quote - “There is widespread agreement that educational policies and practices should be driven by the best science available on how children learn.…Though brain science holds a promissory note for our future understanding of children's learning, current educationally relevant evidence comes from three decades of research in developmental psychology.…This research implies that children are active - not passive or rote - learners."

Professor Hirsh-Pasek’s research interests include

  • Cognitive and social approaches to early language development for children zero to three with particular emphases on early grammatical learning, word acquisition, and language comprehension

  • Research exploring the bridge between developmental theory and social/educational policy with particular emphasis on infant cognition, preschool learning, and child care
  • Posted by David Lemberg at April 26, 2007 07:51 AM Return to SCIENCE AND SOCIETY home page