ABSTRACT
Curiously little research in the social-learning tradi tion has been directed toward concept formation or abstract ca tegorization. Traditionally, developmental issues of selecting and grouping, and the evolution of cognitive classifications (for ex ample, the abstraction of common stimulus properties from dif ferent objects), have been the particular concerns of organismi-
cally oriented scholars (cf. Baldwin, 1968). Although one might anticipate that higher order conceptual phenomena could be mo dified by observing another person's responses, to date few stud ies based on a social-learning position have involved abstract or rule-governed cognitive behavior.
