| Abstract: | A reaction time paradigm was used to investigate developmental differences in ability to rotate and compare imaginal representations. Third grade, fifth grade, and college students (ages 9, 11, and 20 years, respectively) were required to determine whether a letter of the alphabet was presented in its backward or normal position. Letters were presented at 0, 60, 120, 180, 240, or 300° orientations from upright. Subjects were given no advance information about a test letter, or they were given identity and orientation information. In the no information condition, reaction time increased for all age groups as a function of the departure in orientation of the test letter from an upright position. In the advance information condition, reaction time remained uniform across orientation for only the college subjects. The developmental implications of these findings are discussed. |
