ABSTRACT
The present study explores the role of cultural context in the development of basic spatio-cognitive understanding of children. As a dissertation research conducted over a period of a year in rural India, the basic questions addressed are:
Do children growing up in different cultures have different strategies or ways of thinking about their visual environment?
To what extent does the ordering of the objects or events in their visual environments shape or direct their thinking?
Do their cognitive organization and representational information differ with respect to the socio-cultural environments in which they are located?
