One hundred and sixty first grade boys and girls of normal intelligence were tested for ability to conserve multiple space relations. The criterion task apparatus was a wooden T with a model of schoolhouse attached and centered above the point of contact of the horizontal and vertical axis. The T had a track running the length of both its axes along which a small car could be manually directed. The child was asked to reproduce the space relations represented by the examiner's configuration by directing the car and/or rotating the T. An analysis of task-related errors supported Piaget's notion of representational space and the importance of particular field configurations. A figure's relative position was highly important to successful performance whereas absolute orientation was a secondary factor. More difficulty in reproducing space relations was experienced by the children on a 180 degree transformed field than in 90 degree right and 90 degree left rotations. An explanation for the manner in which reversals of symmetrical figures may occur was also presented. Results suggest that the ability to form and retain a flexible and reversible memory image may be of paramount importance in the acquisition of a horizontal-vertical system. (Author/WY)