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Much has been made of the cognitive consequences of literacy in recent literature. A theoretical framework is proposed to characterize the written text productions of children in quantitative terms. Based on this characterization, this study examines what parallels, if any, exist between the structural characterization of operational and formal thought, in Piaget's terms, and the text as a possible source for such cognitive structures.
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Leonard F. M. Scinto (1984) studied this question.
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