Abstract
In the first stage of investigating how children perceive and conceptualize spatial figures, Geeslin and Shar (1979) developed procedures for making objective comparisons of two-dimensional figures. Piaget and lnhelder (1967, 1971) claimed that the cognitive structures of children allow them to operate on the topological properties of figures prior to being able to conceptualize Euclidean properties. However, Geeslin and Shar (1979) found no indication of spatial developmental differences on a perceptual task among American children in the nursery school through fourth-grade levels (ages 3 years and up, N = 345). Although a variety of plausible reasons for these apparently contradictory findings can be put forth, the investigation reported here pursued the possibility of cultural differences between American and Swiss children.
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