This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve contradictions between the two theories. A possible theoretical convergence is proposed which involves altering the motivational basis for analytic theory so that it is more in linewith the Piagetian model of internal drives for mastery and competence. Piagetian theory would necessarily expand from a consideration of only the physical world to include social and affective spheres. Other studies and Erikson's work conclude a discussion of how cogntitive development may influence affective behaviors and how affective drives may support the acquisition of new cognitive structures. (Author/CS)