In two experiments 5- and G-year olds were given a category-generalization task to assess the prototypical response and the categorization mode. The DT task could categorize based on either a criterial dimension or typicality (i.e., overall similarity). The T task could categorize based only on typicality. In the baseline the typical mode was used more often than the dimensional mode. By the classification training of sample exemplars, the number of the subjects who made the prototypical response in both tasks and those who used the dimensional mode in the DT task increased but those who used the typical mode in the DT task decreased. Discussion was made with reference to the general developmental trend (from holistic to analytic mode) and children's intention to learn the categories.