ABSTRACT
About five years out of Columbia, I was lunching with Stanley Schachter at a conference in Toronto. He was chatting with a noted psychologist and they fell to comparing their experiences with graduate students. Schachter, I think, had contrived to give me a brief postdoctoral lesson: “I find that students start by doing your work and you take credit for it; then they leave, continue to do your work, and give you no credit for it (and they should); finally, they do their own work and give you no credit for it (and they shouldn’t).” I didn’t comment, but I did feel that my head (and those of many other Schachter students) had been resting under the nail that had just been so squarely hit.
