ABSTRACT
Development in the physical domain appeared either lacking, beyond anything more than an elementary level, or strongly limited, or, at least, extremely retarded and laborious. This result appears all the more interesting in view of the fact that the distinction between logical and physical knowledge has a fundamental status within the piagetian theory of cognition. These two types of knowledge have two different origins in the interaction of the cognizing subject with the surrounding environment and leave their organizational mark in the construction of all later cognitive structures. In view of the “primacy” of the logical component in acquiring and structuring knowledge, lack, limitation and retardation of development in the physical domain might have two origins.
