The main purpose of this study was to investigate whether children's perceptual comprehension of symmetrical numerical displays was greater than their comprehension of asymmetrical numerical displays. Effects of sex, age and socioeconomic status were looked at. Seventy-three kindergarten and first grade children participated in the study. Materials used consisted of from one to five pegs placed symmetrically or asymmetrically in a holder, and cards with punched out holes located in the same position as the pegs. Five sets of cards, three symmetrical and two asymmetrical sets, with three cards representing each number in a set, were presented to the children. Results indicated no differences in scores for symmetrical versus asymmetrical displays. Implications of findings are discussed. (BD)