Kindergarten children were assessed for conceptual ability on the concepts of animal and food or the concepts of bird and insect (subordinate concepts of animal), and then were given either a conceptual sorting task (CST) or a half conceptual sorting task (HST). Conceptual ability was assessed by an abstraction and an identification tests. CST required Ss to sort the instances of the two concepts into two groups on the basis of the concepts. HST required them to make a group of the half instances from each concept and another group of the remaining instances. The results revealed that Ss with higher conceptual ability learned CST faster than HST and that Ss with lower conceptual ability learned CST and HST at the same rate. The finding was interpreted to show that the possibility of utilization of concept names as mediators is dependent upon S's conceptual ability.