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It is nearly impossible to abstract the first two lectures because they are already highly condensed statements of Piaget's theories of the intellectual development of the child and the relationship of 'affectivity' to this development. Moreover, analysts must become acquainted with a new vocabulary as well as unfamiliar theory. The effort is rewarding since Piaget deals with the development of ego functions which are surely of great interest to analysts although they have not systematically explored these functions. From many years of experiment and observation of children, Piaget has evolved a genetic learning theory which is startlingly complementary to analytic theory. Intelligence is defined in terms of thought 'operations' or 'internalized actions … which have become reversible and which are coördinated with other operations in structures which themselves are reversible'. 'The four great stages' in the development of intelligence are matched by parallel stages in the development of 'affectivity': 'first, the sensorimotor period before the appearance of language; second, the period from about two to seven years of age, the properitioneal period which precedes real operations; third, the period from seven to twelve years of age, a period of concrete operations …; and finally after twelve years of age, the period of formal operations'. Two main accomplishments occur in