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James J. Jenkins
== Biography and contributions ==
James J. Jenkins (July 29, 1923 – November 17, 2012), American psychology professor, played a significant role in the development of cognitive psychology.〔Baars, Bernard (1986). ''The cognitive revolution in psychology.'' New York: Guilford Press (pp. 126–252, “James J. Jenkins: Beyond methodolatry”)〕 Trained as an industrial psychologist, his early career was shaped by his Fellowship at the Social Science Research Council’s 1953 summer meeting that established the discipline of psycholinguistics.〔Osgood, C. E., & Sebeok, T. A. (1954). Psycholinguistics: A survey of theory and research problems, ''Supplement to the International Journal of American Linguistics'', 20, (4). Reprinted by Indiana University Press, 1969.〕 He initially attempted to apply a modified version of behaviorism to the problems of language behavior, and while his “mediational” approach was very influential, he became convinced that it could not provide an adequate account of the structural nature of language as articulated by Noam Chomsky.〔〔Jenkins, J. J., & Palermo, D. S. (1965). Mediation processes and the acquisition of linguistic structure. In U. Bellugi and R. W. Brown (Eds), The acquisition of language. ''Monographs of the Society for Research in Child Development'', ''29''(1), 141–169.〕〔Jenkins, J. J. (1966). Reflections on the conference. In F. Smith and G. A. Miller (Eds.), ''The genesis of language''. Cambridge, MA: MIT Press. pp. 347–359.〕 He continued research on language and cognition, eventually focusing on topics concerning speech perception (in collaboration with his wife, Winifred Strange). His research was marked by an interest in new and even radical ideas (e.g., those advocated by James J. Gibson), a keen appreciation of the value of studying real-world problems (as in his early research on aphasia〔Schuell, H., Jenkins, J. J., & Jimenez-Pabon, E. (1964). ''The problem of aphasia in adults: Diagnosis, prognosis, and treatment''. New York: Hoeber.〕), and a willingness to give up cherished theories when the facts drove him to do so.〔Jenkins, J. J. (1974). Remember that old theory of memory? Well, forget it! ''American Psychologist'', 29, 785–795.〕 "If you're not making any progress toward understanding the problem," he said, "you've got to change."〔 He had an infectious enthusiasm for both research and teaching, and his impact on young psychologists was tremendous. He supervised 46 PhD students in his first academic position at the University of Minnesota〔The Faculty, Department of Psychology, University of Minnesota (1991). A letter to James J. Jenkins. In R.R. Hoffman and D. S. Palermo (Eds.), ''Cognition and the symbolic processes: Applied and ecological perspectives''. New York: Lawrence Erlbaum Associates, pp. xv-xvi.〕 and through his career served as advisor or co-advisor of 82 PhD’s.〔http://psychology.usf.edu/faculty/data/jjenkins_cv.pdf "James J Jenkins CV"〕〔Anonymous (1991). Dedication. In R.R. Hoffman and D. S. Palermo (Eds.), ''Cognition and the symbolic processes: Applied and ecological perspectives''. New York: Lawrence Erlbaum Associates, pp. viii-ix.〕 He is beloved by his students, whom he encouraged to follow their own diverse interests. His students made many important contributions to psychological research (as just one example, the influential work on abstraction in memory done by his students John Bransford and Jeffrey Franks〔〔Bransford, J. D., & Franks, J. J. (1971). The abstraction of linguistic ideas. ''Cognitive Psychology'', 3, 193–209.〕).
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