This paper describes two experiments in which first, 10, then 20 first-grade students were taught the geographic concept of location through organized lessons and then were able to transfer their learning to concentric area questions with understanding. This study applies Vygotsky's and Gagne's theories that children can learn, recall, and apply signs and symbols. The study suggests that newer theories of psychology might be applied to empower teachers to teach children to learn place names and use them to reason spatially in ways children rarely do without instruction. (EH)