The body image has been postulated to be of considerable significance in the development of ego and self-functions. In a variety of personality theories the perceptual differentiation of the body surface from the rest of the environment is assumed to be the stage in the formation of ego processes (9, Io). Thus, Freud conceives the ego as first and foremost a body-ego (I). In psychoanalytic theory too, the differential personality development of boys and girls is attributed, in part, to their reactions to anatomical differences, as indicated by fantasies about the origins of bodily characteristics. Conceivably these reactions and fantasies could result in body images which are different for boys and girls. While such hypotheses are not yet supported by a body of significant empirical data, there are, in addition to clinical observations, a number of logical suppositions which might be mentioned. Much of the social learning, or at least training, during early childhood deals with the management and control of bodily functions and the acquisition of culturally-based attitudes toward the body and bodily parts, e.g., motor skills, toilet training, sex play, etc. (3, 5). Accordingly, parent-child and peer group relations often become established within a matrix of bodily processes and attitudes about them. Body size and the child's image of his size, relative to that of others, may be of particular significance in early social interactions. Theorists have attributed some of the child's feelings of dependency and helplessness to his small size relative to that of adults and objects in his environment (9). Furthermore, the roles and statuses ascribed to the child by parents, siblings, and playmates may vary with his size and their images of it. Similarly, the roles and statuses assumed by the child may vary with his size, or his image of it, relative to that of other persons and objects in his environment. In this connection it is interesting to note that one of the earliest concepts the child learns to verbalize is that of size. Hicks and Stewart (6), Thrum (12), and Terman and Merrill (ii) report that the ability to discriminate large differences in size appears to be well established by the third year. In addition, much of the child's early verbal training provides