The present paper reviews a series of studies regarding the effects of hemispheric asymmetry and reading and writing habits on directional preferences in reproducing horizontally-displayed visual stimuli. Hebrew readers, English readers, and Arabic readers were presented with arrays of horizontally-displayed directional and nondirectional stimuli, as well as with single stimuli. They were asked to reproduce the stimuli, and the direction of their reproduction, left-right or right-left, was recorded for analysis. Generally, in reproducing arrays of stimuli, English readers showed left-right directionality, whereas Hebrew readers showed right-left directionality. But in reproducing arrays of English and Hebrew letters, subjects of both groups showed left-right and right-left preferences, respectively. However, the right-left directional preferences shown by Hebrew readers were weaker than the left-right preferences shown by English readers. It was hypothesized that these differences are due to differential reading and writing habits acquired in school by English- and Hebrew-readers. In support of the reading and writing habit hypothesis, it was subsequently found that: (a) Arabic readers, who have stronger right-left reading and writing habits than Hebrew readers, show relatively stronger right-left directional preferences, and (b) with the introduction of English as a foreign language in the fifth grade, children show an increase in left-right directionality. Further investigation showed that, depending on the experimental conditions, directional preferences may be a function of either reading and writing habits, or hemispheric asymmetry, or both. Finally, the bearing of these findings on the "nature-nurture" controversy regarding the development of perceptual exploration in children is discussed.