Knowing and Imaging Spatial Relations

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Abstract
This study examined the imaging processes that children at different operatory levels used on a spatial rotation task. A procedure was devised in which children were required to draw states of movement to an end-state which gradually and imperceptibly changed from the geometrically correct to an incorrect position during the course of the drawing. The quality of children's anticipation of the rotation movement was assessed on the basis of whether children drew the geometrically correct end-state, ended their drawings at the incorrect slide end-state, or drew a different and arbitrary end-state. Thequality of children's hindsight was assessed on the basis of the frequencies and timing of corrections to previously drawn states occasioned by the changing end-state. Relations between children's patterns of performance on the imaging measure and their level of performance on Euclidean geometric operations tasks generally confirmed predictions based on Piaget et al.'s (1960) theory of relations between children's spatial anticipatory imagery and their knowledge of the structure of Euclidean space.