Hans G. Furth | Academic Influence

Q: What Schools Are Affiliated With Hans G. Furth

Hans G. Furth is affiliated with the following schools: Portland State University, The Catholic University of America

Why Is Hans G. Furth Influential?

According to Wikipedia, Hans Gerhard Fürth or Hans G. Furth was a Professor emeritus in the Faculty of Psychology of the Catholic University of America in Washington, D.C. Early life in Europe Hans Gerhard Fürth was born to Jewish parents, Hugo and Jula Fürth, in Austria and baptized into the Catholic Church at the age of 16. As a child, he was trained in classical piano and active in Austrian Boy Scouts. Shortly after the 1938 Anschluss of Austria into Germany, Furth fled the Nazis; first to Croatia, as a dependent of his mother who had married an elderly Croatian acquaintance to gain entry into that country. Upon achieving the age of majority, Fürth would have been evicted from Croatia, so he obtained a visa to travel to Belgium. En route, he jumped off his train in Switzerland, and lived illegally with a Swiss family. From Switzerland, he obtained a visa to travel to the United Kingdom by volunteering to work in the Australian outback. After arriving in England, he abandoned the Australian venture, and lived with a professor of music. He graduated from the Royal Academy of Music in London in 1940 hoping to become a concert pianist and, after being interned as an enemy alien, performed at internment camps for Jewish refugees in various locations throughout Britain , as well as Hutchinson Camp on the Isle of Man. He spent the next decade as a monk in the Carthusian order and then emigrated to North America.

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Hans G. Furth's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Object permanence in five-month-old infants. (1987) (279)
Thinking Without Language: Psychological Implications of Deafness (1966) (256)
Thinking without language: by Hans G. Furth, Journal of Communication Disorders (1968) (151)
Piaget and Knowledge: Theoretical Foundations (1968) (144)
Linguistic deficiency and thinking: research with deaf subjects 1964-1969. (1971) (117)
Piaget for teachers (1970) (114)
RESEARCH WITH THE DEAF: IMPLICATIONS FOR LANGUAGE AND COGNITION. (1964) (105)
The World of Grown-Ups: Children's Conceptions of Society (1980) (100)
Thinking Goes to School: Piaget's Theory in Practice (1975) (83)
Deafness and learning : a psychosocial approach (1973) (69)
A comparison of reading test norms of deaf and hearing children. (1966) (63)
Knowledge as Desire: An Essay on Freud and Piaget (1987) (59)
CONSERVATION OF WEIGHT IN DEAF AND HEARING CHILDREN. (1964) (47)
Children’s Conception of Social Institutions: a Piagetian Framework (1976) (42)
Piaget's theory of knowledge: the nature of representation and interiorization. (1968) (41)
Formal Operations and Language. A Comparison of Deaf and Hearing Adolescents (1971) (36)
EFFECT OF OVERTRAINING ON THREE DISCRIMINATION SHIFTS IN CHILDREN. (1964) (36)
Children Constructing Social Reality: A Frame Analysis of Social Pretend Play (1993) (34)
Thinking goes to school (1974) (33)
Psychoanalysis and Social Thought: The Endogenous Origin of Society (1992) (31)
Compromise formation in social conflicts: The influence of age, issue, and interpersonal context (1986) (29)
Visual memory-span in the deaf. (1966) (29)
THE INFLUENCE OF LANGUAGE AND EXPERIENCE ON DISCOVERY AND USE OF LOGICAL SYMBOLS (1965) (28)
Labeling and grouping effects in the recall of pictures by children. (1973) (27)
The influence of language on the development of concept formation in deaf children. (1961) (26)
SEQUENCE LEARNING IN APHASIC AND DEAF CHILDREN. (1964) (24)
The scaling of the TAT for hostility by a variety of scaling methods. (1961) (23)
REVERSAL LEARNING IN CHILDREN AS A FUNCTION OF OVERTRAINING AND DELAYED TRANSFER. (1964) (23)
Reasoning and Piaget (1973) (23)
Visual and Auditory Sequence Learning in Hearing-Impaired Children (1966) (22)
Operative understanding in reproductions of drawings. (1974) (19)
Understanding of friendship and social rules in deaf and hearing adolescents (1986) (17)
Attainment and transfer of logical connectives in children. (1964) (17)
Concerning Piaget's view on thinking and symbol formation. (1967) (16)
RECOGNITION AND LEARNING OF VISUAL SEQUENCES IN YOUNG CHILDREN (1966) (15)
COLOR-OBJECT PAIRED ASSOCIATES IN DEAF AND HEARING CHILDREN WITH AND WITHOUT RESPONSE COMPETITION. (1964) (15)
PREDICTION OF CAUSAL EVENTS AS A FUNCTION OF TRANSITIVITY AND PERCEPTUAL CONGRUENCY IN HEARING AND DEAF CHILDREN (1966) (15)
Children's utilization of logical symbols: An interpretation of conceptual behavior based on Piagetian theory. (1970) (14)
On Language and Knowing in Piaget’s Developmental Theory (1970) (14)
Adolescent Understanding of Compromise in Political and Social Arenas. (1981) (13)
The influence of language on classification: a theoretical model applied to normal, retarded, and deaf children. (1965) (13)
Logical Symbol Use in Deaf and Hearing Children and Adolescents. (1971) (13)
The role of language and experience on the use of logical symbols. (1967) (13)
Visual paired-associates task with deaf and hearing children. (1961) (12)
CONCEPTUAL PERFORMANCE IN DEAF ADULTS. (1964) (12)
Life’s Essential – The Story of Mind over Body: A Review of I Raise My Eyes to Say Yes: A Memoir by Ruth Sienkiewicz-Mercer and Steven B. Kaplan (1992) (12)
Children's societal understanding and the process of equilibration (1978) (11)
Discrimination shifts as a function of degree of training in children. (1965) (11)
Conceptual discovery and control on a pictorial part-whole task as a function of age, intelligence and language. (1963) (11)
The ‘Radical Imaginary’ Underlying Social Institutions: Its Developmental Base (1990) (10)
Reversal performance in children as a function of overtraining and response conditions (1964) (10)
Learning of logical connectives by adolescents with single and multiple instances. (1967) (9)
The influence of language and age on Gestalt laws of perception. (1963) (9)
Symbol Formation: Where Freud and Piaget Meet (1983) (9)
THE INFLUENCE OF TRANSITIVITY ON LEARNING IN HEARING AND DEAF CHILDREN. (1965) (9)
Double alternation behavior as a function of age and language. (1966) (9)
FACTORS AFFECTING CONCEPTUAL CONTROL IN NORMAL AND RETARDED CHILDREN (1967) (9)
Scholastic ability of deaf children and their performance on non-verbal learning tasks. (1961) (8)
REACTION TO A PLACEBO: THE MEDIATIONAL DEFICIENCY HYPOTHESIS. (1963) (8)
POSITION REVERSAL VS. DIMENSION REVERSAL IN NORMAL AND RETARDED CHILDREN. (1964) (8)
Piaget, IQ and the nature-nurture controversy. (1973) (8)
Political Perspectives (2004) (8)
Classification transfer with disjunctive concepts as a function of verbal training and set. (1963) (7)
Thinking in deaf adolescents: Language and formal operations (1969) (7)
The effect of the size-weight illusion on adaptation level. (1960) (7)
LINGUISTIC DEFICIENCY AND THINKING (1971) (7)
Effect of Training on the Adaptation Level of the Size-Weight Illusion with Normal, Deaf, and Blind Subjects (1961) (6)
Verbal factors in performance on WISC similarities. (1965) (6)
Autonomic responses and serial learning. (1961) (6)
ON THE NATURE OF LANGUAGE FROM THE PERSPECTIVE OF RESEARCH WITH PROFOUNDLY DEAF CHILDREN (1975) (6)
Education For Thinking. (1971) (6)
Freud, Piaget and Macmurray: A theory of knowledge from the standpoint of personal relations (1983) (6)
A Developmental Perspective on the Societal Theory of Habermas. (1983) (5)
Desire for society (1996) (5)
Understanding of Social Rule Systems in Adolescence (1981) (5)
Reflections on Piaget's sociological studies (2000) (5)
Human Mind in Human Society (1996) (5)
Theory of society, yes, theory of mind, no (1992) (5)
The social function of Piaget's theory: A response to Apostel (1986) (5)
Two aspects of experience in ontogeny: development and learning. (1974) (4)
Further thoughts on thinking and language. (1973) (4)
Adolescent work perception: a developmental approach. (1987) (4)
Discrimination of verbal material as a function of intrapair similarity in deaf and hearing subjects. (1965) (3)
John Macmurray's Philosophy of the Form of the Personal: An Overview. (1982) (3)
Expressive symbolic representation in deaf and hearing subjects. (1973) (2)
One million Polish rescuers of hunted Jews (1999) (2)
Self in which relation (1995) (2)
SCHIZOPHRENIC THINKING ON NONVERBAL CONCEPTUAL, DISCOVERY, AND TRANSFER TASKS (1968) (2)
Creation of values. (1990) (1)
A Thinking Laboratory Adapted for Deaf Children. Final Report. (1971) (1)
Playful Conceptions: The Child's Construction of Economics. (1988) (1)
Not Radical enough: A critique of von Glasersfeld’s Radical Epistemology (1998) (1)
Political compromise : The developmental task of societal understanding in adolescence (1981) (1)
A developmental interpretation of Habermas's concept of communicative action. (1984) (1)
Comments on the Problems of Equilibration (1977) (1)
The child's entry into the symbolic order: a developmental‐societal interpretation of Jacques Lacan (1994) (1)
Young Children and Social Knowledge (1983) (1)
Book Review: Preception and Cognition (1973) (0)
Beyond Societal Language: The Development of the Deaf Person (1983) (0)
Piaget on memory (1974) (0)
Piaget on uses and abuses of philosophy (1969) (0)
Society and Speech-for-Self (1996) (0)
Response competition in paired associate learning by educable and trainable retarded children. (1966) (0)
Biological foundations of language (1968) (0)
A Piagetian Schema, Not a Scheme. (1974) (0)
Factors affecting conceptural control in normal and retared children. (1967) (0)
Children Making History (1996) (0)
The Origins of Intellect: Piaget's Theory@@@Three Theories of Child Development@@@Piaget and Knowledge@@@Studies in Cognitive Development: Essays in Honor of Jean Piaget (1971) (0)
Book Review: Piaget: Dictionary of Terms (1974) (0)
Contents, Vol. 13, 1970 (1970) (0)
Letter to the editor (1987) (0)
Thinking Before Language? A Symposium: 2. A School for Thinking. (1972) (0)
Book reviewBiological foundations of language: Eric H. Lenneberg: By John W. Black, The Ohio State University, Columbus (1968) (0)
Back Matter (1975) (0)
Book Review:Biology and Knowledge. An Essay on the Relations between Organic Regulations and Cognitive Processes. Jean Piaget (1972) (0)
Book Review: The psychology of Thinking (1973) (0)
Jacques Lacan on the Child’s Entry into the Symbolic Order (1996) (0)
Biological foundations of language: Eric H. Lenneberg: By Hans G. Furth, Catholic University of America, Washington, D.C. (1968) (0)
L'origine évolutive de l'imaginaire radical sous-jacent aux institutions sociales (1989) (0)
Marxist Cultural Perspectives (1996) (0)
A Contemporary Thinker from Psychology's Past. (1984) (0)
Coconstructing Social Reality (1996) (0)
The regulatory role of language in systematic search by trainable retardates. (1968) (0)
Response to Commentaries Author's response: The use of theories: Replies to Hobson and Reddy (1994) (0)
Book Review: Language, Brain and Hearing (1974) (0)
A School for Thinking (1972) (0)
The Plot of the Mental Object Capacity (1996) (0)
Contents, Vol. 19, 1976 (1976) (0)
Communication and Society (1996) (0)
The Grasp of Society (1996) (0)
Children Playing Society (1996) (0)
On openness: A reply to Morss (1983) (0)
On integrating Piaget and Freud (1988) (0)
Book Review: Systematic Introduction to the Psychology of Thinking (1973) (0)
Understanding of the developing child (1975) (0)
Index rerum vol. 13 (1970) (0)
The psychology of John Cassian (1953) (0)
Piaget's Theory: The Jury is Still Out. (1983) (0)
How Children Maintain a Conversation with Adults (1980) (0)
All for the want of redeeming qualities. (1985) (0)
Teaching manual language to deaf children. (1980) (0)
Culture and Pretend Play (1996) (0)
Psychology, Philosophy, and Piaget. (1985) (0)
Book Review: Piaget in the Classroom (1975) (0)
Piaget for teachers / by Hans G. Furth (1970) (0)

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What Schools Are Affiliated With Hans G. Furth?

Hans G. Furth is affiliated with the following schools: