Implications are discussed for new instrument development by way of a methodological study which used a task allowing one to focus upon: (1) a non-verbal approach; (2) memory functions; (3) a variety of mnemonics that children use in information retrieval; and (4) a non-traditional procedure supported by psychological and developmental research. A Piagetian memory task (Static Imagery) was adapted to study the respective roles of color, form, and spatial cues in preschoolers' memory. A seven-element array of variously colored geometric forms was shown to each of 69 four- and five-year olds for 30 seconds, after which an experimenter destroyed the arrangement, mixed the forms, and asked the child to rebuild the pattern. The task allowed for an analysis of the child's (1) search and selection strategies; (2) approach to pattern reconstruction; (3) correctness of patterns, with the possibility for partial correctness; (4) classification skills based on the error pattern analysis, and (5) relative use of memory aids of color, form, or spatial arrangement. Results indicated that all children performed better than chance and that their reconstructions were not mere chains of blocks, sequenced randomly one after another. (Author/RL)