Children's lateralizations of images of the self, others, and objects

Each of 90 kindergarten, second, and fourth graders was shown photographs of himself, another person, and a symmetrical television set. He was asked to point to one side of the image as specified, on himself, the person, and the object. When the three pointing tasks were made nearly equivalent by providing on example for each task, by not requiring verbal labels, and by requiring roughly the same cognitive level of relational judgment, there was a significant difference among school grades and image responses. The response of pointing to the side of the image diagonally across from the side of the example occurred more often in older children and most often for the object in all three school grades.