Many of the recent studies about deaf children were related to verbal and conceptual inability in learning and thinking. Recently, it was found that eye-movements reflect an inner process of cognitive development, and were considered as being an effective method of investigating the relationship of conceptual and perceptual behavior. The present study aimed at analyzing the characteristics of eye-movements at various age levels in perceptual tasks presented on a screen. The subjects were 32 deaf and 48 hearing children 7-19 years of age. The deaf group subjects were in a school for the deaf and had a loss greater than 80 dB in the better ear. The hearing group subjects were normal children in elementary, junior and senior high school. Each of the 19 stimuli consisted of two pictures containing six figural factors. The subjects were instructed to answer accurately as fast as they could whether two pictures were the “same” or “differ ent”. The eye-movement (numbers of fixation, total times of duration, duration of single fixation and number of shift) of the subjects were recorded by the corneal reflection method. The results were as follows. 1) Deaf group subjects were inferior to the normal groups in the number of fixation. 2) Deaf children spent more time during responses and used fixation of longer duration than did hearing children. 3) Deaf children did not shift left to right or right to left so often as hearing children. 4) Developmental differences were not found in deaf children. The pattern of eye-movement of youth in deaf groups was the same as the first, second and third grade of the elementary school in hearing groups. A summary of the quantitative differences in eyemovements between the two groups of subjects seemed to show that deaf children needed more time to process information and had not progressed normally through the developmental stages. Whereas, hearing children did not spend so much time to respond, and used more efficiently eye-movement technique. In general, deafness seemd to produce an intellectual inability when tests of language concepts were used. But, this study suggested that there were differences in perceptual and cognitive development of deaf children as compared to hearing children, and also individual differences in deaf children, especially, at higher age levels, proved to be accurate.