In this article the role of the symbolist correspondence theory in the development of student’s associative thinking is analysed. The methodological foundation of the research is semiotic typological approach. The accomplished analysis of the correspondence theory helped to detect that it represents the explicit form of generating associative relations. The world-view in symbolism was shaped by means of associative thinking, not a logical one. The results of the research have led to the conclusion that for a harmonious development of personality a balance between associative and logical thinking is required.