The relative difficulty of reading inverted rather than upright words was tested at several developmental levels. A total of 120 children were divided into 6 equal groups: second, sixth, and eighth graders of average and above-average intelligence. Each S was presented with 8 lists of 25 words each, varying in familiarity and word length. 4 lists were presented in an upright and 4 in an inverted position. At increasing reading ability and MA levels, progressively fewer Ss read inversions as well as upright presentations. The results were interpreted in terms of prior experience and were consistent with Piaget's view that the young child ignores the coordinates of space.
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