Langacker, in its book the language and its structure, writes that If to define thought as conscientious activity, we can first observe that thought, or at least certain types of thought, can exist completely independent of the language. The example simplest is music. In a similar way, to if discovering suddenly that two parts of a completed puzzle separately adjust one to the other, a person that is absorbed in its solution does not carry through no linguistic act, even so can after that exclamar: ' ' Ah! This must be incased here! ' ' It is therefore difficult to understand why certain people support to be impossible the thought without the language. Here it is what Sapir says, for intermediary of J. Budin, regarding the words: ' ' Wraps of the thought are adjusted that enclose thousand of diverse experiences and are capable, still, to englobar thousand of outras.' ' adds the master: ' ' We think, therefore, by means of symbols, symbols that constitute concepts, using those that familiar and are adjusted to each situation. The most used they are the words, precious instruments in the intercommunication. We think, in general, by means of musical words, what it does not hinder the use of mathematical symbols, notations, colors, lines, etc.' ' As the perception of the child is inferior in its first years, hardly it would obtain to distinguish what she thinks of what perceives and what makes, since its concepts are on what it ' ' she makes to objects and what the objects produce in it ' '. Thus, the child, during much time, always speaks in high voice, following the words of appropriate actions. ' ' In puts down Piaget, seems that the sprouting of the language extends the possibilities of the child, providing to it a series of operations that really exceed the limits of sensrio-motor intelligence.