ABSTRACT
This research* differs from other Genevan studies in that its aim was to discover whether language training could influence the reason ing process. A different experimental method was therefore necessary. Since all cognitive training had to be avoided, no conservation prob lems were presented, no transformations were effected, and there was no true dialogue with the experimenter, nor any attempt to arouse conflicts in the child’s mind. The children were simply encouraged to use certain expressions for the description of continuous or discon tinuous quantities.
