Abstract
The development of conceptual preference for complementary versus taxonomic relationships was examined in children ranging from 3 to 15 years of age. The triads procedure was used with picture pairings familiar to the youngest age group. The data revealed a preference for complementary pairing for all age groups. Studies that have shown a shift from a complementary to a taxonomic conceptual preference in the early school years were reviewed. The utility of conceptualizing the increased use of taxonomic organization with age as a shift in preference is questioned.
