The ability to recognize, extend, and relate patterns and sequences to numeric, figural, and word representations plays a prominent role in science education. This study provided validation information for an instrument to assess childrens' ability to recognize and extend patterns and sequence in different representational forms. A 57-item instrument, designed to measure spatial-symbolic information processing, was developed. The results of this data collection were subjected to principal components and factor analysis procedures to identify underlying constructs. Three factors were identified by the analysis and clarified by a varimax rotation and accounted for 28.6% of the variance of the responses. These factors were: (1) Numeric Patterns/Sequences; (2) Figural Patterns/Sequences; and (3) Word Concept Patterns/Sequences. Grade level effects were found on the first two factors. (11 tables, 13 references) (Author/YP)