ABSTRACT
The first concerns the learning processes of children and adults. For a long time now, Piagetian epistemological genetics has demonstrated that, from a very specific and abstract point of view, the logical structures of an adult are quite different from those of a child. According to this view, when an adult and a child are faced with the same problem, they will react and behave in very different ways. However, if we place adults and children in concrete situations which are different and yet require them both to make a cognitive effort that is commensurate with their respective potentials, it would seem as if the processes enacted do not differ so significantly.
