ABSTRACT
Genetic psychology, together with its latest offshoot, developmental psychology, has researched the evolution of children's knowledge in a number of fields. For Piaget, the originator of much of this research, the study of children had a dual objective: namely, to observe the development of knowledge and to investigate certain epistemological problems relating to a number of specific fields (Piaget, 1972c). For example, he wanted to determine whether the idea of speed is more fundamental than that of time, whether an essentially perceptual intuition of geometrical ideas exists or else, what might be the relationship between numbers and logical classes.
