Jeremy Trevelyan Burman
Department of Psychology
4700 Keele Street
Toronto, Ontario, Canada
|Director of Research
The MEHRIT Centre
459 George Street North - Suite 101 Peterborough, Ontario, Canada
|Assistant-Doctorant A2 (FNS 8/6)
Archives Jean Piaget
Université de Genève
40 boulevard du Pont d'Arve
1205 Genève, La
* * *
- My publications have been cited 77 times, my h-index is 5, and my i10-index is 4.
I have published 18 scholarly essays in peer-reviewed journals.
- History of Psychology (7)
- Journal of the History of the Behavioral Sciences (2)
- Perspectives on Science (2)
- Theory & Psychology (2)
- History and Philosophy of Psychology Bulletin (1)
- Intelligence (1)
- Journal of Applied Developmental Psychology (1)
- Journal of Consciousness Studies (1)
- New Ideas in Psychology (1)
- I have also published 1 chapter in scholarly books.
- Cambridge University Press (1)
- In support of these efforts, I have presented...
- 1 keynote address
- 5 invited talks, including at the University of Geneva
- 27 refereed talks, 2 invited discussant papers, and 2 posters at academic conferences
- 14 guest lectures in undergraduate courses at my home institutions, and another 2 at outside universities
- 1 teaching workshop
- 6 departmental colloquia
- on 5 departmental panels
- I have also organized...
- 5 symposia held at academic conferences
- 1 continuing education course (approved for APA CE credits)
- My article, "The misunderstanding of memes: Biography of an
unscientific object, 1976-1999," was that journal's most
popular download for the calendar years 2012, 2013, and 2014.
- My article, "History
from within? Contextualizing the new neurohistory and seeking its methods," is highlighted in the Oxford Bibiliography for the History of Psychology as one of the "works pointing toward areas of potential future development in the field."
* * *
Lifespan developmental psychology, esp. changing complexity, processes, self-regulation, and systems
History and theory of developmental psychology, esp. Piaget during and after the “American rediscovery” (viz. "Piaget's new theory")
Historical methods, esp. digital history and digital humanities methods showing meaning-change
Historiography and philosophy of history, esp. epistemological ruptures, indigenization, naturalization, semantics vs. pragmatics, translation theory, etc. (i.e., the movement of scientific meaning)
Knowledge translation, treated as an epistemological problem (i.e., philosophy of learning & education)
Public understanding of psychological science, esp. of child development in education & mental health
Public understanding of science, esp. the intersection between psychology and biology (e.g., epigenetics, gene-environment interactions, developmental plasticity, evo-devo, etc.)
* * *
Specialization in History of Developmental Psychology, March 2015 – Present
Archives Jean Piaget, Université de Genève, Switzerland
Dr. Marc Ratcliff, supervisor
PhD in Psychology
York University, Canada, September 2007 – Present
Dr. Christopher D. Green (dissertation advisor)
Dr. Thomas Teo & Dr. Fred Weizmann (dissertation committee)
MA in Interdisciplinary Studies
York University, Canada, 2009
Dr. Matthew Clark, Dr. Jan Sapp, Dr. Fred Weizmann (thesis advisors)
BSc (Honours) in Psychology and Employment Relations
Trinity College, University of Toronto, Canada, 2004
* * *
||Fondation Jean Piaget, Switzerland
|Canadian Self-Regulation Initiative (with Stuart Shanker)
* * *
||Embassy of Switzerland—ThinkSwiss Research Scholarship
||York University—Pierre Elliott Trudeau Fellowship
||York University—Ambassador Gary J. Smith Award for research with an international focus
||Department of Psychology, York University—Norman S. Endler Research Fellowship
||York University—President's University Wide Teaching Award
||Council of Canadian Departments of Psychology—Certificate
of Teaching Excellence
||Government of Ontario—Ontario Graduate
||Science Directorate, American Psychological
Emerging Scholars Award (administered by the Jean Piaget Society)
||Council of Canadian Departments of Psychology—Certificate
of Teaching Excellence
||Jean Piaget Society—Pufall Award
||York University—York Graduate Award
||Government of Ontario—Ontario Student Opportunity Trust Fund Award
||University of Toronto Alumni Association—Gordon
Cressy Student Leadership Award
||University of Toronto Innovations Foundation—Most
Promising Business Award
||Rotary Club of Southern Ontario—Rotary
Youth Leadership Award
of Ontario—Ontario Scholar
* * *
Research articles published in peer-reviewed journals
11. Burman, J. T. (accepted). Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities. History of Psychology.
10. Green, C. D., Feinerer, I., & Burman, J. T. (accepted). Searching for the structure of early American psychology: Networking Psychological Review, 1909-1923. History of Psychology.
9. Burman, J. T., Guida, A., & Nicolas, S. (2015). Hearing the inaudible experimental subject: Echoes of Inaudi, Binet’s calculating prodigy. History of Psychology, 18(1), 47-68. doi:10.1037/a0038448
Historians of psychology have traditionally focused on ideas (intellectual history), the “great men” who produced them (an older style of biography sometimes called “hagiography”), or—more recently—the influence of the contexts that shaped them (social and cultural history). A still more recent approach is to bring in those invisible subjects whose experiences have previously been ignored, most often through histories focusing on the discipline’s forgotten women or minority contributors: “history from below” (subaltern history). A variation on this was popularized in the history of psychiatry (viz., “patient voices”) and has since been carried into the history of psychology (e.g., “feminist voices”). The latest innovation is to focus on what Jill Morawski has referred to as “the discipline’s experimental subjects.” (These are the collective done-to, rather than the doers, of psychological research.) This history is one of those: an attempt to look behind Alfred Binet to find an influence that shaped his work. The purpose is thus to “give voice” to this unheard-from subject—the until-now inaudible Jacques Inaudi (including excerpts from newspaper interviews and translations from his recently discovered autobiography)—and at the same time advance Morawski’s historiographical project. We then get a glimpse of what it was like to be a child prodigy in France in the 1880s, as well as what securing scientific patrons could do for one’s prospects. By focusing specifically on Binet’s unheard-from experimental subject, we are also afforded new perspectives of the history of late-19th century French psychology (reflecting another emerging interest, “international history”), and we gain new insights into the prehistory of contemporary Binet-style intelligence testing.
8. Green, C. D., Feinerer, I., & Burman, J. T. (2015). Searching for the structure of early American psychology: Networking Psychological Review, 1894-1908. History of Psychology, 18(1), 15-31. doi:10.1037/a0038406
This study investigated the intellectual structure of early American psychology by generating 3 networks that collectively included every substantive article published in Psychological Review during the 15-year period from the journal’s start in 1894 until 1908. The networks were laid out so that articles with strongly correlated vocabularies were positioned close to each other spatially. Then, we identified distinct research communities by locating and interpreting article clusters within the networks. We found that, from the first 5-year time block to the second, psychological specialties rapidly differentiated themselves from each other. Between the second and third 5-year time blocks, however, the number of specialties shrunk. We discuss the degree to which this shift may have been attributable either to a change in the journal’s editorship in 1904, or to a broader crisis of confidence, beginning that same year, in the use of “consciousness” as the discipline’s defining concept.
7. Green, C. D., Feinerer, I., & Burman, J. T. (2014). Beyond the schools of psychology 2: A cluster analysis of Psychological Review, 1904-1923. Journal of the History of the Behavioral Sciences, 50(3), 249-279. doi:10.1002/jhbs.21665
In order to better understand the broader trends and points of contention in early American psychology, it is conventional to organize the relevant material in terms of "schools" of psychology—structuralism, functionalism, etc. Although not without value, this scheme marginalizes many otherwise significant figures, and tends to exclude a large number of secondary, but interesting, individuals. In an effort to address these problems, we grouped all the articles that appeared in the second and third decades of Psychological Review into five-year blocks, and then cluster analyzed each block by the articles’ verbal similarity to each other. This resulted in a number of significant intellectual "genres" of psychology that are ignored by the usual "schools" taxonomy. It also made "visible" a number of figures who are typically downplayed or ignored in conventional histories of the discipline, and it provide us with an intellectual context in which to understand their contributions.
6. Burman, J. T. (2013). Updating the Baldwin Effect: The biological levels behind Piaget’s new theory. New Ideas in Psychology, 31(3), 363-373. doi:10.1016/j.newideapsych.2012.07.003
In 1964, Conrad Waddington (1905-1975) presented a paper in Geneva that led to an internal reassessment of the biological underpinnings of Jean Piaget’s (1896-1980) theory. This in turn resulted in an overhaul of the theoretical framework upon which his stage theory of child development had been based, including his appeals to James Mark Baldwin’s (1861-1934) “circular reaction.” In addition to leading to the emergence of what has been described as a “new theory,” this renovation had the effect of updating Baldwin’s famous “Baldwin Effect.” Because aspects of the resulting framework are of contemporary significance, this essay will review some of the work leading up to Piaget’s updating of the Baldwin Effect. In reaching behind the translations to trace the sources of the arguments in the original sources to which Piaget appealed, the resulting examination fills some of the gaps found in the secondary literature without quibbling over the “correct” English interpretation of translated French terms. We also go beyond how Piaget’s writings have been understood and extract some useful additional ideas from his sources, including how to conceive of the social context in which development takes place. And we see how Waddington and his colleagues, including Paul Weiss (1898-1989), provided a constructive “existence proof” for the formal hierarchy of levels that Piaget had come to by other means.
5. Nicolas, S., Andrieu, B., Croizet, J.-C., Sanitioso, R. B., & Burman, J. T. (2013). Sick? Or slow? On the origins of intelligence as a psychological object. Intelligence, 41(5), 699-711. doi:10.1016/j.intell.2013.08.006
This paper examines the first moments of the emergence of “psychometrics” as a discipline, using a history of the Binet-Simon test (precursor to the Stanford-Binet) to engage the question of how intelligence became a “psychological object.” To begin to answer this, we used a previously-unexamined set of French texts to highlight the negotiations and collaborations that led Alfred Binet (1857-1911) to identify “mental testing” as a research area worth pursuing. This included a long-standing rivalry with Désiré-Magloire Bourneville (1840-1909), who argued for decades that psychiatrists ought to be the professional arbiters of which children would be removed from the standard curriculum and referred to special education classes in asylums. In contrast, Binet sought to keep children in schools and conceived of a way for psychologists to do this. Supported by the Société libre de l’étude psychologique de l’enfant [Free society for the psychological study of the child], and by a number of collaborators and friends, he thus undertook to create a “metric” scale of intelligence—and the associated testing apparatus—to legitimize the role of psychologists in a to-that-point psychiatric domain: identifying and treating “the abnormal.” The result was a change in the earlier law requiring all healthy French children to attend school, between the ages of 6 and 13, to recognize instead that otherwise normal children sometimes need special help: they are “slow” (arriéré), but not “sick.” This conceptualization of intelligence was then carried forward, through the test’s influence on Lewis Terman (1877-1956) and Lightner Witmer (1867-1956), to shape virtually all subsequent thinking about intelligence testing and its role in society. [Get the PDF here,
open access, courtesy of the authors]
4. Green, C. D., Feinerer, I., & Burman, J. T. (2013). Beyond the schools of psychology 1: A cluster analysis of Psychological Review, 1894-1903. Journal of the History of the Behavioral Sciences, 49(2), 167-189. doi:10.1002/jhbs.21592
Traditionally, American psychology at the turn of the twentieth century has been framed as a competition among a number of “schools”: structuralism, functionalism, behaviorism, etc. But this is only one way in which the “structure” of the discipline can be conceived. Most psychologists did not belong to a particular school, but they still worked within loose intellectual communities, and so their work was part of an implicit psychological “genre,” if not a formalized “school.” In this study, we began the process of discovering the underlying genres of American psychology at the turn of the twentieth century by taking the complete corpus of articles from the journal Psychological Review during the first decade of its publication and conducting a statistical analysis of the vocabularies they employed to see what clusters of articles naturally emerged. Although the traditional functionalist school was among the clusters we found, we also found distinct research traditions around the topics of color vision, spatial vision, philosophy/metatheory, and emotion. In addition, momentary clusters corresponding to important debates (e.g., the variability hypothesis) appeared during certain years, but not others.
3. Burman, J. T. (2012). The
misunderstanding of memes: Biography of an unscientific object, 1976-1999. Perspectives
on Science, 20(1),
When the “meme” was introduced in 1976,
it was as a metaphor intended to illuminate an evolutionary argument.
By the late-1980s,
however, we see from its use in major US newspapers that this original
meaning had become obscured. The meme became a virus of the mind. (In
the UK, this occurred slightly later.) It is also now clear that this
becoming involved complex sustained interactions between scholars,
journalists, and the letter-writing public. We must therefore read
the “meme” through lenses provided by its popularization.
The results are in turn suggestive of the processes of meaning construction
in scholarly communication more generally. [Get the PDF here,
open access, courtesy of MIT Press]
2. Burman, J. T. (2012). History
from within? Contextualizing the new neurohistory and seeking its methods. History
of Psychology, 15(1), 84-99. doi:10.1037/a0023500
“Histories from below” sought to give voice to those ordinary
folk whose social position had failed to afford them great power, wealth,
or responsibility: the neglected undocumented. Now, Lynn Hunt (2009)
calls for a revolution that would task historians with giving voice
to feelings—what I will call a “history from within.” This
is what led her to endorse Daniel Lord Smail's (2008) suggestion that
historians appeal to neuroscience and thereby construct a “new
neurohistory.” The purpose would be to introduce a common factor
to all human stories: a tool to think with when describing what
it was like (cf. Nagel, 1974). If successful, this would be quite powerful:
in Hunt's view, such a project could lead to a universalization of
human rights. But the program is not without challenges, one of which
is to provide an acceptable explanation for the type of looping causation
that applies to bio-cultural kinds. Smail's solution involves an appeal
to evolutionary theory, but how this solves the problem of causation
is not clear. Here, therefore, an attempt is made to clarify his solution.
Smail and Hunt's views on the role of evidence in history are also
made plain. The paper then concludes by importing related ideas from
the recent history of philosophy. If one is going to have a brain-based
view of felt-history, then the neurohistorian's task is to situate
historical individuals in contexts of shared experience—to not
just read evidence through lenses of intellectual “thought collectives” (generalized
from paradeigma), but also through “experiential” or “moral
categories” (aisthánomai). [Get the PDF here,
courtesy of the UCLA Neurohistory group]
1. Burman, J. T. (2008). Experimenting
in relation to Piaget: Education is a chaperoned process of adaptation.
Perspectives on Science, 16(2), 160-195. doi:10.1162/posc.2008.16.2.160
This essay takes – as its point of departure
– Cavicchi’s (2006) argument that knowledge develops through
experimentation, both in science and in educational settings. In attempting
to support and extend her conclusions, which are drawn in part from
the replication of some early tasks in the history of developmental
psychology, the late realist-constructivist theory of Jean Piaget is
presented and summarized. This is then turned back on the subjects
Cavicchi’s larger enquiry (education and science) to offer a
firmer foundation for future debate. Several of Piaget’s “forgotten
works” are discussed; their theoretical contributions synthesized
to form a single interdisciplinary, cross-pollinating narrative describing
how it is that both children and scientists grow into the world. (In
addition, translated excerpts from two related historical documents
have been provided in an appendix, while detailed footnotes add further
context and integrate the discussion with current advances in related
the PDF here.]
* * *
1. Burman, J. T. (2014). Bringing the brain into history: Behind Hunt's and Smail's appeals to neurohistory. In C. Tileagă & J. Byford (eds.), Psychology and History: Interdisciplinary Explorations (pp. 64-82). Cambridge, UK: Cambridge University Press.
Book description: As disciplines, psychology and history share a primary concern with the human condition. Yet historically, the relationship between the two fields has been uneasy, marked by a long-standing climate of mutual suspicion. This book engages with the history of this relationship and possibilities for its future intellectual and empirical development. Bringing together internationally renowned psychologists and historians, it explores the ways in which the two disciplines could benefit from a closer dialogue. Thirteen chapters span a broad range of topics, including social memory, prejudice, stereotyping, affect and emotion, cognition, personality, gender and the self. Contributors draw on examples from different cultural contexts – from eighteenth-century Britain, to apartheid South Africa, to conflict-torn Yugoslavia – to offer fresh impetus to interdisciplinary scholarship. Generating new ideas, research questions and problems, this book encourages researchers to engage in genuine dialogue and place their own explorations in new intellectual contexts. [My chapter is the abridged version, which was then updated and expanded with a new introduction and conclusion, of an earlier "neurohistory" essay published in History of Psychology, 15(1).]
* * *
Published reviews, comments, and notes
8. Burman, J. T. (2013). Profiles of international archives: Les Archives Jean Piaget, University of Geneva, Switzerland. History of Psychology, 16(2), 158-161. doi:10.1037/a0031405
This research report provides a look behind closed doors at the Jean Piaget Archives in Geneva, Switzerland. It situates the potential visitor, contextualizes the Archives in its own history, and then describes what scholars can expect to find. New details about Piaget's views on Equal Rights and Equal Pay are also provided, including a look at how they affected the women who worked his factory (esp. Bärbel Inhelder). Also included is a photograph of Piaget's unmarked grave. (A full-color version of this is provided, open access, as part of the online supplemental materials.)
7. Müller, U., Burman, J. T., & Hutchison, S. (2013). The developmental psychology of Jean Piaget: A quinquagenary retrospective. Journal of Applied Developmental Psychology, 34(1), 52-55. doi:10.1016/j.appdev.2012.10.001
John Flavell’s monograph, The Developmental Psychology Jean Piaget—now celebrating its fiftieth (quinquagenary) anniversary—has been described as a “game changer” (Willis Overton, personal communication, 15 May 2012). Its publication, along with that of Joseph McVicker Hunt’s (1961) Intelligence and Experience, was transformational for American psychology: “it was from this time that developmental psychology in the United States began its growth toward maturity as a scientific discipline” (Pickren, 2012, p. 197).
6. Burman, J. T. (2012). Jean
Piaget: Images of a life and his factory. [Invited research report
inspired by the book Bonjour
Monsieur Piaget: Images d’une vie – Images of a Life,
curated by M. Ratcliff.] History
Psychology, 15(3), 283-288. doi:10.1037/a0025930
If you were ever curious to see the infamous report
on the albino sparrow, or the snails (or the pipe!), they’re
all featured in a wonderful new book: Bonjour Monsieur Piaget: Images
d’une vie – Images of a Life (Ratcliff, 2010). Authorized
and supported by Jean Piaget’s son and literary executor, Laurent,
this volume presents a view of its subject the equal of which I have
never seen. It is simply wonderful. It also suggests hints of an
emerging historical method, examining “psychological factories,” which
I will discuss in detail in the second half of this essay.
5. Burman, J. T. (2011). The
Zeroeth Piaget. [Invited review of the book
Jean Piaget and Neuchâtel: The Learner and the Scholar,
edited by A.-N. Perret-Clermont and J.-M. Barrelet.] Theory & Psychology,
21(1), 130-133. doi:10.1177/0959354310361407
Jean Piaget (1896-1980) was one of the most eminent
psychologists of the twentieth century (Haggbloom et al., 2002). His
studies provided the basis of modern developmental psychology. But the
popularization of those studies led to several misunderstandings (Lourenço
& Machado, 1996). This book helps to counter that trend by digging
deeper; it addresses some of the misunderstandings by excavating his
origins. It shows that Piaget was not a solitary genius---he had a family,
a childhood, and was trained to think and act in specific ways that
fit the context of his time. In other words, this book examines the
context in which the young learner, Jean, developed into the famous
scholar: “Piaget” (cf. Vidal, 1994).
3. Burman, J. T. (2009). Convergent
plurality or basic incommensurability? (Toward the formalizing
of Goertzen’s solution to the ‘crisis’ in psychology).
History and Philosophy of Psychology Bulletin, 20(1), 23-28.
2. Burman, J. T. (2007). Piaget
no ‘remedy’ for Kuhn, but the two should be read together:
Comment on Tsou’s ‘Piaget vs. Kuhn on Scientific Progress’.
Theory & Psychology, 17(5), 721-732. doi:10.1177/0959354307079306
Goertzen’s summaries of the literature on the
“crisis of fragmentation” in Psychology have the potential
to turn a century-long debate into a genuine puzzle for scientific
However, even his most recent discussions have failed to provide any
concrete tools to enable this. Instead, he offers a metaphor –
“concinnity” (which he borrows from Giorgi but never adequately
defines) – and celebrates liberal values as a way to finally
resolve the problem. This is unconvincing; more rhetoric. But at
least he points
the way. And if it’s a way worth following, the discussion will
need to be formalized. This process is begun here: first by defining
the fundamental barrier (incommensurability), then by unpacking the
metaphor (harmony as plurality), and finally by connecting the rhetoric
to some models that could be used to produce testable hypotheses. [Get
the PDF here.]
In arguing that the philosophical works of Jean Piaget
could be used as a 'remedy' for the flaws in those of Thomas Kuhn, Tsou
overlooked some crucial aspects of the problem: the early history between
them, the biological foundation supporting Piaget's method, and a preexisting
suggestion regarding the intended future extension of his work. There
was also no mention of the existence of a 'lost' manuscript by Kuhn,
which supposedly presents the mature articulation of his theory. This
comment therefore proposes some 'friendly amendments' to Tsou's exposition,
with a view to helping achieve his synthetic vision once the 'lost'
work has finally been published. Yet the basic message, in anticipation
of this future endeavor, is also exceedingly simple: the implicit direction
of Piaget's (and Kuhn's) epistemological constructivism can be characterized
as evolutionary-developmental 'progress from,' rather than vitalist-teleological
1. Burman, J. T. (2006). [Review
of the book Consciousness & Emotion, vol. 1: Agency, conscious
choice, and selective perception.] Journal of Consciousness Studies,
In developmental biology, it has long been clear that
phenotype is underdetermined by genotype. To address the gap, famed
geneticist Conrad Waddington (1905–1975) proposed that an ‘epigenetic
landscape’ mediates the influences of genes on growth (Waddington,
1957). Although the idea was slow to catch on, his proposal is now
accepted, with pride of place in the emerging evolutionary subfield
known colloquially as ‘evo-devo.’ Yet equivalent notions
have been slower to emerge in psychology. A new concept (enactivism),
and the book series in which it has found a home (Consciousness
and Emotion), should help to change this. [Get
the PDF here.]
* * *
Other professional publications, not including blog posts
2. Bazar, J. & Burman, J. T. (2014). Asylum tourism: In the 19th century, travelers visited asylums to admire the institutions’ architecture and grounds. Monitor on Psychology, 45(2), 68-70.
Following the rise in the 19th century of "moral treatment," insanity came increasingly to be recognized as a curable disease. It was argued that, because this disease was caused by the draining away of one's mental energy, the "mentally ill" (as "the insane" ultimately came to be called) needed only a few things to recover: rest, meaningful employment, appropriate amusements, hygienic conditions and kindness. New asylums for treating insanity were therefore built for that purpose. Every element of the buildings, both inside and out, was considered an integral part of treatment. This new philosophy — cure rather than incarcerate — spread quickly. Throughout the 1800s, institutions opened in large numbers across the Western world. And with this change also came a change in tourism: a shift from viewing the insane to viewing their asylums.
1. Hobbs, S. & Burman, J. T. (2009). Is the 'cognitive revolution' a myth? [Invited debate based on a blog posting at Advances in the History of Psychology.] The Psychologist, 22(9), 812-814.
There is a distinguished and eminently worthy tradition in the history of psychology of correcting falsehoods, exaggerations, and myths. Indeed, in my own area, one of the most important examples of this ‘debunking’ rebuts the 10 errors most commonly found in readings of Jean Piaget’s theory of developmental stages (Lourenço & Machado, 1996). But in making claims of ‘correction’ it is one thing to point to a mistranslation or a neglected text. It is quite another to argue the inexistence of a complex social movement.
* * *
Published translations (not including quotations included in research articles)
1. Ducret, J.-J. & Schachner, W. (2011, June). Jean Piaget Foundation
for research in psychology and epistemology: Newsletter #5 (J. T. Burman,
Trans.). Geneva, Switzerland: Fondation
Jean Piaget. (Original work published May 2011.)
The Jean Piaget Foundation launched its website in
April 2007: www.fondationjeanpiaget.ch.
Our primary purpose in creating it was to facilitate the dissemination
of Piaget’s work, since many of his writings on psychology and genetic
epistemology had become difficult to find. Now, after four years,
it’s clear that we have achieved our goal. [Get
the PDF here.]
* * *
News, Interviews, and Media Coverage (select only)
Charles, E. (2014, June). Digital Humanities and Darwin on Psychology... Cheiron Day 3. Psychology Today [blog].
Jeremy Burman did more digital history, focused on Piaget. He did sophisticated analyses to show which of Piaget's works were most influential in English, French, and German, and spoke a bit about how that (along with quirks of translation) affected the view of Piaget most common in speakers of those languages. The selective emphasis of these writings and the quirks of translation mean that Piaget has been "indigenized" to be understood in line with "native" aspects of English/American and German culture....
CIRR National Conference 2014. (2014, May). Reading Recovery [blog].
This year’s conference – February 13-14 – was an outstanding professional development experience for early literacy educators. Participants from across Canada attended presentations and workshops on a variety of topics.... Keynote speakers Mary Rosser, Jeremy Burman and Itah Sadu delivered powerful messages about the importance of effective and engaging instruction in getting every child off to a strong start in literacy.
Green, C. D. (2014, April). PsyBorgs on the loose! The Psychologist, 27(4). [magazine].
My colleagues at the York Digital History of Psychology Laboratory – we jokingly call ourselves ‘The PsyBorgs’ – have spent the past couple of years poring over a number of large computerised databases, borrowed and purpose-built, both to confirm things that were already known about psychology’s past (to assess the validity of the methods) and to uncover new aspects of the discipline’s development.
Benzon, B. (2013, July). How do we account for the history of the meme concept? Replicated Typo [blog].
...no version of cultural evolution is ready to provide an account of that history [of memes] that is appreciably better than the one Burman himself supplies, and that account is straight-up intellectual history.... When people read written texts they do so with the word meanings existing in their minds, which aren’t necessarily the meanings that exist in the minds of the authors of those texts.
McKay, M. (2013, April). Self-Regulation and the Evolution/Revolution of What We Know. CSRI: Canadian Self-Regulation Initiative [blog].
Jeremy’s words nicely frame what we have been describing as a timely and crucial nexus between education and science. There has never been a more important time for a substantial learning partnership between educators and researchers like Stuart Shanker and his team as well as others who are exploring the self-regulation field.
Society for the History of Psychology News. (2013, February). History of Psychology, 16(1), p. 92.
Jeremy Burman’s recent article, The misunderstanding
of memes: Biography of an unscientific
object, 1976–1999, was the most frequently
downloaded article of 2012 in Perspectives on
Science, published by MIT Press, with over
3,200 unique views.
Mentorships for life. (2013, January). gradPSYCH, 11(1), 26.
Developing relationships as an undergraduate can help lay the groundwork for graduate school and set you up for future success.... Specifically, early mentoring led to more satisfied grad students who made more presentations and faster progress. "When you develop these connections as an undergraduate, you'll already have a community that's excited to greet you when you show up at the graduate level," says York University psychology grad student Jeremy Trevelyan Burman.
Anne Anastasi Graduate Student Research Awards. (2012, October). The General Psychologist.
Finalist: Jeremy Trevelyan Burman, MA.... A total of 40 completed nominations were received by the deadline of Feb. 15, 2012. Each was independently reviewed by a national panel of 19 judges—all fellows of the Society or APA, and representing diverse specialties. The final ratings reflected the extraordinary quality of the nominees, with a mean rating of 7.3 on a 0-10 scale, and 7 nominees at 9.0 or above.
Green, C. D. (Producer) & Bazar, J. (Director). (2012, September). Asylums
and the history of madness in the 19th century. History
of Psychology Laboratory (Hoopla!) podcast. [Pilot]. Toronto: York University. Available free through iTunes.
The pilot episode builds on Jennifer Bazar's years of research on 19th century asylums. It features interviews with Andrew Scull, David Wright,
Gerald Grob, and Elizabeth Lunbeck. Discussants are Christopher Green,
Jennifer Bazar, Jacy Young, and Jeremy Burman.
Four to receive teaching awards at Convocation. (2012, June 6). Y-File. Toronto: York University.
“Teaching excellence is the foundation of York’s reputation as a top Canadian university,” said York President & Vice-Chancellor Mamdouh Shoukri. “This year’s four recipients are outstanding individuals who are to be commended for their commitment and dedication to students.”
Lingo Overload: meme, meme, meme. (2012, January). Annals of Improbable Research: Research that makes people laugh and then think.
Electronic Resources Advisory Committee. (2011, March). PsycINFO
News, 30(1), 7-10.
The PsycINFO Electronic Resources Advisory Committee is an advisory
subcommittee of the Publications and Communications Board. Its mission
is to guide us in activities related to the development and dissemination
of communications products in electronic form. The committee proposes
policies, engages in long-term planning, and proposes research and
development projects for consideration by the Publications and Communications
DeAngelis, T. (2010, January). Moving
up, the smart way. GradPsych, 8(1), 20-23.
Getting into the right program can set you on the right
career path for life, say those who've done it. After following a circuitous
path from bachelor's to master's at two institutions and checking out
a few different program areas, Burman is now happily ensconced at a
York University psychology doctoral program, where he is using historical
texts to inform psychological research. "There are so many different
programs, so many professors, so many different areas of research, and
so many different approaches, that if you don't feel like you're in
a place that fits, you can probably find it elsewhere," he says.
"You want to be in a program where you stay up late and forget
to go to sleep because you're so excited about what you're doing."
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February 20, 2015