This study explores the possibility that a model developed by J.E.L. Farradane of London may aid in developing a teaching strategy founded upon some of what is known about conceptualization, and providing diagnostic procedures to apply in determining a frame within which to develop a prognosis to adhere to in directing specific concept development. A picture-and-word-description instrument, using twenty concepts ranging from first through sixth grade diffuculty, was individually administered to 318 students, randomly selected from a stratified population. Scalogram analysis indicated that "the public test of the formation of a concept" will not enable a teacher to determine whether a student has attained clarity of a given concept. The coefficient of reproductivity value for the suggested model is .83, acceptable for sustaining interest until additional data are obtained. Data tables and a descriptive copy of the instrument are included. (Author/CJ)