Conservation of Multiple Space Relations by Children

Abstract

One hundred and sixty 1st grade children were tested for their ability to conserve multiple space relations. An analysis of task—related errors supported Piaget's notion of representational space and the importance of particular field configurations. A figure's relative position was highly important to successful performance, whereas absolute orientation was a secondary factor. More difficulty in reproducing space relations was experienced by the children on a 180° transformed field in comparison to copy, 90° right, and 90° left rotations. An explanation for the manner in which reversals of symmetrical figures may occur is presented. Implications of the findings for diagnosis and remediation of spatial disabilities are also discussed.