6-yr.-old children were assessed for conceptual ability on the concepts of bird, insect, fruit, and vegetable, and then the Ss with higher and lower ability were given a conceptual or a half-conceptual sorting task with the broader concepts of animal and food. If Ss can use the concepts in learning the sorting tasks, the conceptual task would be learned faster than the half-conceptual task. And if Ss can not use the concepts, both tasks would be learned at the same rate. The results showed no significant main or interaction effects; children's conceptual ability on the subordinate concepts had no differential effects on learning the sorting tasks with the superordinate concepts.