Children's memory for spatial locations in a room designed to look like a grocery store was examined. In the first of two studies, 48 preschoolers completed a memory task for spatial locations problem and an incidental recall task in two room arrangements varying in logical organization. Memory for spatial locations was higher in a clustered and logical arrangement than in a nonclustered and random arrangement. In the second study, a total of 74 kindergartners and first and second graders were assessed for knowledge of classification, spatial operations, field dependence and independence, and memory for locations of items in a logically organized room arrangement. Memory for the general area of the room in which objects belonged was expected to relate to knowledge of classification, while memory for more specific locations was expected to be related to knowledge of spatial operations and field independence. Surprisingly, most children performed well on memory for general location, leading to the rejection of the first hypothesis. Consistent with the second hypothesis, results of a multiple regression showed that memory for specific spatial location was related to spatial operational knowledge, strong performance on the Children's Embedded Figures Test, and the strategy used to complete the reconstruction. When children were asked to recall the contents of the space, performance was related to age and accuracy on the spatial reconstruction. (31 references) (RH)