Abstract
The view that children's thought differs from adult thought not only quantitatively but also qualitatively is one of the basic tenets of contemporary child psychology, tracing its beginnings to the early works of Piaget. In numerous studies by Piaget, Vygotsky, Bruner, and their colleagues and followers, the specific qualitative transformations that take place in the ontogeny of verbal thought have been demonstrated. In particular, in one of his first books, Piaget [17] describes in detail phenomena such as realism, animism, and artificialism, which are specific to the verbal thought of a child and which, according to Piaget, do not occur in adult reasoning. Vygotsky [2] studied, theoretically and empirically, the qualitative peculiarities of the units of verbal reasoning at different stages of ontogeny.
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