This study examined a category-induction'' manipulation which focused the attention of 40 preschoolers on categories through discussion and through spatial arrangement of items. This manipulation induced children's use of category questions. (ST)

In a schematic concept formation task, second and fifth graders were required to sort 60 computer-generated, 8-sided polygons into two classes. The results indicated that age differences in schematic concept formation are due more to the efficiency of information use than to differences in strategy or the selection of information to be used. (ST)