Language as an identifiable cognitive behavior must be studied in relation to identity and memory, all of whose structures undergo progressive changes as the child develops. The organization of the development of the organism depends upon relatively ordered structures of growth, following foreseeable pathways or creodes. The processes occurring within each creode, however, are susceptible to certain environmental modifications. Current research indicates that the acquisition of language parallels the development of identity and renders it meaningful. Research has shown that the style of reasoning used by a child is very much related to the language used and that a close relationship exists between the structure of a term and the developmental stages of seriation. Cognitive operations never exist in isolation; the acquisition of one enhances or potentiates the acquisition of another. Research has shown that the development of the memory schema lies within the developmental confines of identity and language. It is only under the circumstances of the changed and changing schema that memory becomes not more accurate but more in concert with the other same-level cognitions and modalities of thinking. The observation of qualitative differences of behavior at different chronological levels establishes memory as possessing the structure(s) through which identity is assimilated and language accommodated. Memory, and its manifestation via increasingly accurate reproduction of the original stimulus, is an integrative and integrated factor in cognitive growth. (KM)