To examine the link between analytic and holistic modes of processing and the amount of domain knowledge, 2 category-learning studies were conducted with 5-year-old children. In the first study, 26 kindergarten children were classified according to their verbal knowledge about plants and their familiarity with flowers. They then performed a categorization task using two invented categories of flowers. The categories were constructed so that they could be learned either by an analytic, single-attribute rule, or on the basis of holistic, family-resemblance relations. Results indicated that regardless of their knowledge about plants or their familiarity with flowers, all children who reached a predetermined learning criterion used an analytic, single-attribute rule to categorize. In the second study, 33 kindergartners performed a categorization task similar to that used in the first experiment; the second experiment, however, used three values per attribute, thus strengthening the overall similarity structure of the categories. Analysis revealed that processing modes did not differ as a function of subjects' prior knowledge. Results from both studies did not support previous research suggesting that greater domain knowledge prompts analytic processing. Rather, these studies indicated that children's categorization performance was predominantly analytic, regardless of domain knowledge. (MM)