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Colección: La Educación
Número: (129-131) I,III
Año: 1998

SUMMARY

A child’s development of language does not directly parallel attainment of operational logical thinking. Theorists have proposed different analyses of the relationships between these two competencies in young children. The present study investigates the acquisition of basic language concepts with children of four and five years of age, and the relationship of language to cognitive development as measured by performance on ten Piagetian tasks. Factors of age, day care setting or kindergarten, and sex constituted the independent variables.