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Confusion about left and right is one of those psychological facts about childhood that parents and teachers confirm in their day-to-day dealings with children. Hebb (1949) commented on .. the notorious difficulty of choosing between left and right, to be observed by any one who tries to teach twelve-year-old children to 'right turn* promptly on command [p. 118]Teachers of reading can testify to the begin ning reader's difficulties in distinguishing left from right. The litera ture on left-right confusion in the discrimination of letters begins with Davidson's (1935) classic study of p, b, d, and q and continues to the present day. Piaget offered one of the most influential explanations of left-right confusion in his 1928 monograph Judgment and Reasoning in the Child. The child's problem, Piaget asserted, is 'logical'; that is, it is a problem in understanding a relation. Piaget argued that .. childish realism, i.e., the inability to grasp the relativity of notions or ideas, is one of the principal obstacles to the growth of the child's reasoning ability [p. 96]. He equated the child's growing appreciation of left right directionality with his growing ability to place himself the point of view of others with regard to left and right [p. 109], that is, with the lessening of his ego-centrism. In support of his thesis, Piaget reported tests with 200 children between four and twelve years of age. He asked each child six multi part questions about left and right relations. The questions were scaled in terms of difficulty: The first four questions tested in various ways the child's knowledge of his own left and right hands and legs, the left and right hands and legs of the E, and the left and right sides of a two-object array. For questions 5 and 6, three-object arrays were employed. The child sat opposite a row of three objects: a pencil at the left, a key in the middle, and a coin at the right. (Because in the