Spatial perspective taking: coordination of left-right and near-far spatial dimensions.

Second- and fourth-grade children viewed a cylindrical object in nine positions on a square display board marked with a 3 X 3 grid. As the object was placed in each position children identified the view from 90, 180, or 270 degrees positions around the display from a set of photographs. Perspectives in which the object differed from the child's view in both left-right and near-far dimensions were more difficult than perspectives that only transformed one dimension. Error rates decreased with age. There were no main effects of left-right vs near-far or of observer position. Rates of egocentric responding were high at both ages. We note that the complementary spatial dimension to left-right is near-far not front-back. Moreover, the relative ease of front-back transformations in previous research resulted from distinctive front-back cues on the display objects which enabled subjects to use nonspatial strategies to identify observer perspectives.