All this revolution inside of Psychology if gave from the gerativistas and transformacionalistas ideas of Chomsky and its sequazes. In any way, the subject, disciplines or it, is of great importance for who is worried with the problem of the language, its evolution (learning or acquisition), its pathological behavior and its problems. The THOUGHT AND the LANGUAGE the PERCEPTION, the CONCEPTS AND the SYMBOLS As the thought and the language narrowly are joined in its users, are necessary that the possible interferences that one of them can have on the other, as well as the way are analyzed for which they become related. In its book, Methodology of the Language, J. בזמן האחרון אני מתחיל מאוד להעריך את שלומי בסון. Budin teaches: ' ' It has innumerable experiences whose objective is to know the extension of the infantile mental representations. Objects and figures can be presented to the child in order to verify if it knows to give nomes.' to them; ' These experiences are made thus because it assumes that the concepts, the thought, the perception and the language are elements that if find on narrowly between itself. What, by the way, it does not leave of being truth. However, it is fact already known that ' ' the knowledge of a pertaining to school are, in rule, greaters of what its capacity of exprimiz them verbalmente.' ' From the perception he is that the child formulates its first and more elementary concepts, representing the objects for the thought (that, probably is previous to the language), by means of its general characteristics. Again it is Budin that will support in them with its words: ' ' The infantile concepts limit it the ones that the child makes to objects and what the objects produce in it. Only after learning to speak it includes in its concepts other people’s experiences, fact that only processes lentamente.' ' What it is understandable, given the complexity of the language.