"This study has investigated the categorization and verbalization processes of 24 adolescents, 8 of whom were profoundly deaf. The remaining subjects comprised 2 hearing groups, one group matched with the deaf subjects on age and IQ and the other group matched on Stanford Achievement and IQ. The Goldstein-Scheerer Object Sorting Test was administered and the deaf subjects were separately compared with each of the 2 control groups." It is concluded that deaf Ss "categorize, on this task, as adequately as the hearing subjects. They . . . have more inadequate verbalizations than hearing subjects and more adequate categorizations accompanied by inadequate verbalizations than hearing subjects matched on age and IQ . . . . [They] do not differ from hearing subjects in the type of verbalization or in the developmental level of the verbalizations used, or in their spontaneous changes of categorization throughout the test . . . . [They] have narrower categories than hearing adolescents of their own age and IQ though they do not differ from hearing subjects of the same achievement and IQ."

The purpose of this experiment was to determine if concept attainment efficiency and strategies were related to adolescent development and method of presenting information. There were 40 Ss at the 12-yr., 14-yr., and 16-yr., levels, respectively, all of average intelligence. 4 groups of 30 Ss, 10 from each age level, solved 6 concept problems. Each group was given a different presentation of information. The 1st hypothesis was supported. The 14-and 16-year-old Ss were not different from each other and were superior to the 12-year-old Ss on efficiency and strategies. The 2nd hypothesis was not supported. Positive or negative series, transmitting equal information, appeared to have no different effects upon efficiency and strategies

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