Twenty-four children each at the age levels of 6, 9, 12, and 15 years were tested on four types of experimentally determined conceptual clues in a study of concept identification and, therefore, language comprehension. Superordinates, similars, parts, and locations were selected as clue words, and the four clues were combined into all possible pairs. The task was to retrieve 16 stimuli which were originally used in a restricted association study. The number of correct answers was found to increase as a function of age, clue types, and the number of clues given. Similars proved to be the most useful single clues. The results indicate that while different explanatory techniques for words are not necessary for different age levels, the type of relationship and the number of clues given are important determinants for concept identification. (MS)