0. This research was designed to investigate the processes by which children develop basic morphological categories of plants and learn to relate such categories to one another by inclusion and contrast. The study involved twelve children, six ranging in age from three to eight years and six between the ages of two and three years. In order to control for the effect of parental interest in the plant world and the possible effect of this on the salience of plants for the children, the participants were selected from families living in a homogeneous section of what is known as the flatlands of the city of Berkeley, California. Each family resided in a moderate, older home with a small yard in which the parents did some gardening. None of the parents were significantly interested in plants beyond minimal gardening. The six older children participated in each of three pre-arranged nature walks over a period of three months. One walk passed through a section of the
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