Abstract
The paper addresses the psychoanalytic question of how the child comes to know reality, especially a reality which demands two-tracked thinking. Some contradictions in Bion's theories of thinking are observed. Where there is a real difficulty or deficit in making links, rather than an attack on a previously established link, the therapist may need to attend to certain temporal and dynamic features of the link which can enable sequen-tiality, ordinality and twoness to be bearable and pleasurable. Clinical material from autistic and psychotic patients with thinking disorders is discussed, and some parallels between play and syntax are suggested.