Una revisión de los estudios teóricos y experimentales del modelo comportamental Psicolinguistico de Charles E. Osgood se lleva a cabo. Del análisis del modelo y de su instrumento de validación—el diferencial semántico—se deducen un conjunto de inadecuaciones que sugieren que el lenguaje no puede ser explicado a partir dei uso osgoodiano de la teoría del aprendizaje. A sus inadecuaciones teóricas en relación con la referencia, se suma que el diferencial semántico no constituye un test de condicionamiento, sino una tarea de categorización de memoria inmediata. (Short-term memory.) Los resultados del D.S. se derivan del tipo de diseño experimental.
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