The basic hypotheses were (1) children with detailed exposure to objects would increase in knowledge of the complexity of objects but would also exhibit a corresponding increase in object-picture discrepancy, (2) children exposed only to pictures would show minimal object-picture discrepancy but would exhibit a lower response repertoire, and (3) children using objects followed by pictures would show most increase in classification skills, exhibiting less object-picture discrepancy. The sample consisted of 117 children of lower socioeconomic class from kindergartens of representative inner-city, lower class schools. Tests administered were the Object-Picture Categorization Test, a Haptic Test, and the Motor Encoding Test. Results indicate that classification training does enhance the child's ability to employ grouping and scorable responses, as well as increase the variety of criteria by which to classify. Detailed results, tables, and appendixes are included. This paper was presented at the Sixth Work Conference on Curriculum and Teaching in Depressed Areas, Teachers College, Columbia University, June 1967. (EF)