Certain aspects of the performance of adults on verbal reasoning tasks were studied. The four main objectives of the study were: to develop a self-instructional booklet for use in teaching adults the functional rules of classification; to construct a reliable instrument for use in assessing the capability of adults to perform verbal classification tasks; to study the influence of four different factors of content on the difficulty of the tasks to be performed on each item of CAT; and to use both demographic variables and primary ability test scores to predict performance of the adult participants on CAT. Results of the study, utilizing 30 adults in an experimental group and 30 in a control group, indicate that experienced-based instructional strategies should be preferred in the teaching of logical skills to adults. Appendix I presents the Structure of Classifying; Appendix II is the structure of the Analysis of Learning Components for Verbal Classification Tasks; and Appendix III is a Sample Page from Self-Instructional Program in Verbal Classification. References are provided. (Author/DB)