A program of research was conducted to study transitions from preoperational to concrete operational forms of spatial imagery (area 1), to compare results from spatial imagery studies based on open-ended measures (such as drawings) with results based on reaction time measures (area 2), and to study anticipatory imagery in the contexts of memory and problem-formulative anticipation (area 3). Research in area 1 tested three predictions, generated from a revision of Piagetian theory, concerning children's performances on two anticipatory imagery tasks and a standard conservation task. Discussion in area 2 reports results of a study testing the hypothesis that drawing errors on anticipatory kinetic imagery tasks reflect children's poor images of objects in anticipated states of movement. Also reviewed is a study comparing preschool and older children's abilities to mentally track an object through a rotation movement, as well as further investigations addressing questions of developmental differences under certain task conditions, age differences in mental tracking strategies, and the relationships of strategies to tracking rates. Research in area 3 investigates whether children mentally transform object states on tasks in which particular processing strategies are unspecified and examines the effect of transforming strategies on short-term and long-term memory for figurative states. Related materials are appended. (RH)