Based on the performance on the number-conservation task, kindergarten children were divided into conservers and nonconservers. Whey were given a redundant-oddity task with six identical stimuli, which could be solved by relational and absolute responding, and then given a probe task with two or six identical stimuli to assess which response had been learned. Under the 6 (oddity)-6 (probe) condition, 100% of the conservers and 95% of the nonconservers responded relationally, whereas under the 6 (oddity) 2 (probe) condition, 100 % of the conservers and 65 % of the nonconservers responded relationally. The findings suggest that the relational responses learned by the conservers are more conceptual and less subject to perceptual changes in stimuli than those by the nonconservers.