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Abstract: This is an attempt to explore the developmental characteristics of 4 to 6-year-olds' memory of length-seriation and number-seriation figures. The children were asked to reproduce the figures from memory by arranging different lengths of rods and counters and give a verbal discription of what they were doing. The result shows that both the graphic reproductions and the verbal descriptions were correct. The memory of length seriation was superior to that of number seriation. After a lapse of 6 months, same children's graphic reproductions were more faithful to the originals than their earlier reproductions. It is supposed that the children had improved their understanding of seriation in the intervening period, which is considered as a consequence of normal cognitive growth.The result also shows that children's memory strategies develop in three stages. They begin with no strategy, pass on to an intermediate stage, and then enter into the stage of applying workable strategies to the memory task. The development of memory stages is closely related to the development of cognition.

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