This paper was presented at the annual meeting of the American Educational Research Association in Chicago, Illinois on February 9, 1968. It provides information on a study that investigated the effects of two instructional strategies (object-manipulation and picture-verbalization) on the facilitation of classification skills in first-grade children. The question of what kinds of gains for what kinds of students under what conditions of instruction has posed an ever-critical problem in education, and this investigation attempts to offer some possible directions for further research.