More evidence on size modification in spatial axes systems of varying complexity C. Lange-K€ uttner * Department of Psychology, London Metropolitan University, London E1 7NT, UK Received 19 August 2003; revised 12 February 2004 Available online 9 April 2004 Abstract Pictorial space can be conceptualized as aggregate space (where figures compete for limited available space) or as axial space (where space is infinite and exists independently of figures). That these two kinds of space concepts follow a developmental sequence was tested by inves- tigating size regulation mechanisms in 7- to 12-year-old childrenÕs figure drawings. An earlier longitudinal study had shown that the more figures were drawn and the more complex the spa- tial axes system, the smaller the figures. Two studies confirmed that object-driven size reduc- tion was the size regulation mechanism in younger children, whereas axes-driven size reduction was the only factor regulating figure size in 12-year-old children. Size reduction oc- curred in a gradual fashion in younger children, whereas size reduction was more pronounced in crossed axes systems in older children. In addition, 7-year-old children showed a dynamic and fluid interaction between internal and external task demands for size regulation. Ó 2004 Elsevier Inc. All rights reserved. Keywords: Axes systems; Figure size regulation; Spatial constraints; Implicit/explicit space; Infinite space Introduction Only approximately one-tenth of children and fewer than half of adults demon- strate the ability to draw in the viewpoint perspective (Hagen, 1985; Lange-K€ uttner, 1994, 1997). For this reason, Hagen (1985) claimed that there would be no devel- opment in pictorial space concepts. However, constructing a diagonal spatial axes * Fax: +44-20-7320-1236. E-mail address: c.langekuettner@londonmet.ac.uk. 0022-0965/$ - see front matter Ó 2004 Elsevier Inc. All rights reserved. doi:10.1016/j.jecp.2004.02.003 J. Experimental Child Psychology 88 (2004) 171–192 www.elsevier.com/locate/jecp Journal of Experimental Child Psychology