This paper discusses the relationship between Piagetian concepts and some other areas of devel opment, particularly language development. The correlation co-efficients between blind children's performance on two groups of Piagetian tasks and language competence have been computed. The most significant correlations were those between Piagetian concepts and relational vocabu lary. It is argued that this points to a much more specific relationship between language and thinking than is usually assumed, supporting the belief that Piagetian concepts might be consid ered as relational concepts.
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