An hypothesis is discussed on the emergence of intrapattern spatial relational representation, one prerequisite for ultimate attainment of literacy skills. The hypothesis is testable, e.g., by evaluating potential phases in preschoolers' drawings of the face pattern or of analogous subtle spatial relations within a pattern. The hypothesis was engendered by an analysis of various face patterns engraved on an ancient stone with a “neolithic” face configuration from the Western Highlands of New Guinea. One heuristic value of the present study lies in its potential use for specific refinement of remedial assistance in the attainment of subtle intrapattern representation of spatial relations either in preschoolers or in developmental as well as in acquired dyslexia.
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