En la primera parte la autora expone las características del estadio formal tal como lo presentan Inhelder y Piaget (1955) poniendo de manifiesto los puntos principales que diferencian la lógica del niño del estadio concreto y la del adolescente. Resitúa a continuación la noción de competencia en el marco más amplio de la de pensamiento. Finalmente, se discuten algunos de los problemas vinculados al estudio de la adolescencia considerada como un período de la vida: dificultades metodológicas (validación de los modelos y naturaleza de la evidencia empírica) y teóricas (definición del estadio teniendo en cuenta los cambios históricos). Gillièron hace una referencia a la dirección de las investigaciones actuales: definición de un quinto estadio, elaboración de modelos de performance,…para terminar con algunos comentarios sobre el egocentrismo de las distintas generaciones.
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