Elementary school (kindergarten through sixth grade) deaf children were exposed to varied thinking activities based on J. Piaget's principle of action rooted intelligence to determine if thinking might be successfully encouraged in the classroom through activities which were not highly dependent on verbal performance. Each class of approximately eight students was divided in half, with one half being placed in the experimental thinking lab and the other half in the control language lab. Each child attended one of the labs for one half hour once a school day. The experimental group was engaged in thinking games involving classification, perspective, symbol-picture logic, and probability. The control group was trained in areas such as vocabulary, sentence structure, and conversational skills. Results of testing were inconclusive since both groups improved on thinking skills and neither showed improvement on measured verbal tests. Reasons thought to account for the results were that the skills to be tested developed only gradually and cannot be readily assessed and that the training period was short (1 1/2 years). (Author/GW)