Tactual Discrimination of Shapes

Abstract

The young child's development of the concept of space was explored using shapes characterized by topological and Euclidean relations. The subjects were required to tactually explore a stimulus shape and then to locate the identical shape factually from among four alternatives. No significant differences were found on the basis of vision or sex, but school experience did affect choice. Results were examined in terms of Piaget's theory of spatial development and found to parallel his findings with sighted children.