Abstract
The study examined the performance of two groups, discrepant in verbal ability, on 3 tasks designed to assess formal operational reasoning. The sample consisted of 22 pairs of grade 6 boys. Each pair was matched for general intelligence but discrepant with respect to verbal ability and the use of tentative statements. To examine formal operational ability two Piagetian tasks were used, as well as a relatively language-free problem solving task. Boys who were deficient in verbal ability and who used few hypothetical statements in speech showed no less ability to think in hypothetical terms than did boys who had more verbal facility. Such findings support Piaget's contention that the level of cognitive development attained by the child is not dependent on a concurrent language development.
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