The purpose of this study was to investigate children's acquisition of the non-comparative forms of spatial adjectives and to specifically test the following experimental questions: (1) Are positive-pole terms, or those such as "big," which indicate extent along a dimension, acquired earlier than negative-pole terms? (2) Does over-extension, or inappropriate over-generalization, occur in the child's acquisition of spatial adjectives? (3) What is the order of acquisition of spatial adjectives? The subjects were sixty preschool children ranging in age from 2 years 8 months to 4 years 1 month and were divided into six groups separated by three-month age intervals. The following pairs of spatial adjectives were presented to each subject and then used as test items: (1) big-little, (2) tall-short, (3) high-low, (4) long-short, (5) wide-narrow, (6) thick-thin, (7) deep-shallow, and (8) fat-skinny. All children were tested individually following a brief play period and instructions concerning the task. Responses were tabulated for each group and analyzed to determine the significance of the factors of age, polarity, and terms. Analyses were also performed to determine order of acquisition. Results indicated that acquisition of spatial adjectives proceeds according to semantic complexity. No differences were observed in the learning of positive- and negative-pole terms, and the children's acquisition of spatial adjectives did not seem to proceed according to an over-extension model. Both members of a pair of adjectives were acquired concurrently. (PMP)