This conference paper proposes a classification of possible psychological activity and illustrates some ways that cognitive development depends on affective development. Through diagrams and examples, the following assumptions (based on Piaget) are developed: (1) Learning is socially as well as materially oriented. (2) Affective and cognitive development are inextricably intertwined. (3) Affective development is a necessary but not sufficient condition for formal operations development. (4) Research from social interactions in the classroom and therapy sessions give insight to the environment necessary for developing formal operations. Some environmental characteristics related to affective development and cognitive growth are presented, along with some suggestions for enhancing the affective-cognitive link in the psyche. (Author/ED)