Category Archives: Part 3 – Twentieth-century psycholinguistics before the “cognitive revolution”

Ohwaki, Y. (1933). Die ersten zwei Jahre der Sprachentwicklung des japanischen Kindes: Ein Beitrag zur Psychologie der Kindersprache. Tohoku Psychologica Folia, 1, 71-110. [FULLTEXT]

Esper, E. A. (1933). Studies in linguistic behavior: I. Characteristics of unstable verbal reactions. The Journal of General Psychology, 8(2), 346-381. doi:10.1080/00221309.1933.9713192. [FULLTEXT]

Bühler, K. (1933). Ausdruckstheorie: Das System an der Geschichte aufgezeigt. Jena: Gustav Fischer. [FULLTEXT]

Guillaume, G. (1933). Immanence et transcendance dans la catégorie du verbe: Esquisse d’une théorie psychologique de l’aspect. Journal de Psychologie, 30, 355-372. [FULLTEXT]

Shirley, M. M. (1933). The first two years: A study of twenty-five babies. Westport: Greenwood Press. [FULLTEXT]

Tsuru, S., & Fries, H. (1933). A problem in meaning. Journal of General Psychology, 8, 281-284. [FULLTEXT]

Korzybski, A. (1933). Science and sanity: An introduction to non-aristolian systems and general semantics. Lancaster, PA: Science Press Printing Company. [FULLTEXT]

Bühler, C. (1933). Der menschlichen Lebenslauf als psychologisches Problem. Leipzig: Hirzel. [FULLTEXT]

Oehl, W. (1933). Das Lallwort in der Sprachschöpfung. Freiburg: St. Paulusdruckerei. [FULLTEXT]

Goldstein, K. (1933). L’Analyse de l’aphasie. In H. Delacroix (Ed.), Psychologie du langage (pp. 430-496). Paris: Librairie Félix Alcan. [FULLTEXT]

Herzog, H. (1933). Stimme und Persönlichkeit. Zeitschrift für Psychologie, 190, 300-369. [FULLTEXT]

Ipsen, G. (1933). Blut und Boden. Neumünster: Wachholtz. [FULLTEXT]

Bentley, M., & Varon, E. J. (1933). An accessory study of “phonetic symbolism”. American Journal of Psychology, 45(1), 76-86. doi:10.2307/1414187. [FULLTEXT]

Schmidt-Rohr, G. (1933). Mutter Sprache – Vom Amt der Sprache bei der Volkwerdung. Jena: Eugen Diedrichs. [FULLTEXT]

Nevsky, I. M., & Levin, S. L. (1932). “Unconditioned and conditioned secretory activity in children during hypnosis.” [In Russian]. Kazansky Meditzinsky Zhurnal, 38, 344-351.

Day, E. J. (1932). The development of language in twins: I. A comparison of twins and single children. Child Development, 3(3), 179-199. [FULLTEXT]

Van Ginneken, J. (1932). De ontwikkelingsgeschiedenis van systemen der menschelijke taalklanken. Amsterdam: North-Holland Uitgevers-Maatschappij. [FULLTEXT]

Gardiner, A. (1932). The theory of language and speech. Oxford: Clarendon Press. [FULLTEXT]

Bean, C. (1932). An unusual opportunity to investigate the psychology of language. Journal of Genetic Psychology, 40(1), 181-202. doi:10.1080/08856559.1932.10534213. [FULLTEXT]

Day, E. J. (1932). The development of language in twins: II. The development of twins: their resemblances and differences. Child Development, 3(4), 298-316. [FULLTEXT]

Feyeux, J.-A. (1932). L’acquisition du langage et ses retards. Paris: Éditions Médicales N. Maloine.

Thorndike, E. L. (1932). A Teacher’s Word Book of the Twenty Thousand Words Found Most Frequently and Widely in General Reading for Children and Young People. New York: Teacher’s College, Columbia University.

Werner, H. (1932). Grundfragen der Sprachphysiognomik. Leipzig: Johann Ambrosius Barth. [FULLTEXT]

Wolfle, D. L. (1932). The relation between linguistic structure and associative interference in artificial linguistic material. Language, 8, 5-55. doi:10.2307/522170. [FULLTEXT]

Tinker, M. A. (1932). Wundt’s doctorate students and their theses. American Journal of Psychology, 44, 630-637. doi:10.2307/1414529. [FULLTEXT]

Ligon, E. M. A. (1932). Genetic study of color naming and word reading. American Journal of Psychology, 44, 103-121. doi:10.2307/1414958. [FULLTEXT]

Kafka, G. (1932). Bericht über den XII. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg vom 12.–16. April 1931. Jena: Gustav Fischer. [FULLTEXT]

Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press. [FULLTEXT]

Zipf, G. K. (1932). Selected studies of the principle of relative frequency in language. Cambridge: Harvard University Press. [FULLTEXT]

Pear, T. H. (1932). Speech as an expression of personality. British Journal of Educational Psychology, 2, 139-152. doi:10.1111/j.2044-8279.1932.tb02741.x. [FULLTEXT]

Grigsby, O. J. (1932). An experimental study of the development of concepts of relationship in pre-school children as evidenced by their expressive ability. Journal of Experimental Education, 1(2), 144-162. [FULLTEXT]

Schmidt-Rohr, G. (1932). Die Sprache als Bildnerin der Völker. Jena: Eugen Diedrichs. [FULLTEXT]

Bühler, K. (1932). Das Ganze der Sprachtheorie, ihr Aufbau und ihre Teile. In Bericht über den 12. Kongreß der Deutschen Gesellschaft für Psychologie (Hamburg 1931) (pp. 95-121). Jena: Gustav Fischer. [FULLTEXT]

Russell, O. (1931). Speech and voice: With x-rays of English, French, German, Italian, Spanish, soprano, tenor, and baritone subjects. New York: Macmillan. [FULLTEXT]

Bloomfield, L. (1931). Albert Weiss. Language, 7(3), 219-221. [FULLTEXT]

Röttger, F. (1931). Phonetische Gestaltbildung bei jungen Kindern. München: Beck. [FULLTEXT]

Stern, C., & Stern, W. (1931). Erinnerung, Aussage und Lüge in der frühen Kindheit. Leipzig: Johann Ambrosius Barth. [FULLTEXT]

Sapir, E. (1931). Conceptual categories in primitive languages. Science, 74, 578. doi:10.1126/science.74.1927.571. [FULLTEXT]

McCarthy, D. (1931). Language development. In C. Murchinson (Ed.), A handbook of child psychology (2). Worcester: Clark University Press. [FULLTEXT]

Vernon, M. D. (1931). Characteristics of proof-reading. British Journal of Psychology, 21, 368-381. [FULLTEXT]

Newman, S. N. (1931). Further experiments in phonetic symbolism. American Journal of Psychology, 45, 53-75. doi:10.2307/1414186. [FULLTEXT]

Bühler, K. (1931). Phonetik und Phonologie. In Réunion phonologique internationale tenue à Prague (18–21/XII 1930). Traveaux du Cercle Linguistique de Prague (pp. 22-52). Prague: Jednota Československých Matematiků a Fyziků. [FULLTEXT]

Pear, T. H. (1931). Voice and personality. London: Chapman and Hall. [FULLTEXT]

Holt, E. (1931). Animal drive. New York: Holt. [FULLTEXT]

Wellman, B. L., Case, I. M., Mengert, I. G., & Bradbury, D. E. (1931). Speech sounds by young children. Iowa City: University of Iowa Press. [FULLTEXT]

Vernon, M. D. (1931). The experimental study of reading. Cambridge: Cambridge University Press. [FULLTEXT]

Kapustnik, O. P. (1930). Vzaimootnosheniya mezhdu neposredstvennymi uslovnymi razdrazhiteliami i slovesnymi ikh symbolami [The interrelation between direct conditioned stimuli and their verbal symbols]. Trudy Laboratorii Fiziologii Vysshey Nervnoy Deyatel’nosti Rebyonka pri Leningradskom Pedagogicheskom Institute Gertzema, 8(153), 16-22. [FULLTEXT]

Kainz, F. (1930). Die großdeutsche Kultureinheit in der Literatur. In F. Kleinwaechter (Ed.), Die Anschlussfrage In ihrer kulturellen, politischen und wirtschaftlichen Bedeutung (pp. 256-286). Vienna: Braumüller. [FULLTEXT]

Ogden, C. K. (1930). Basic English: A general introduction with rules and grammar. London: Paul Treber. [FULLTEXT]

Strayer, L. C. (1930). Language and growth: The relative efficacy of early and deferred vocabulary training, studied by the method of co-twin control. Genetic Psychology Monographs, 8, 209-319. [FULLTEXT]