Abstract
To investigate the relation between words and concepts conjunctive and disjunctive problems were generated from lists of adjectives and nouns. Half of the Ss were given a strong aid to memory by giving them a continuous record of all past concept instances. All Ss were required to describe the basis for their choices following each problem. Conjunctive performance proved superior to disjunctive performance both in terms of errors committed and the appropriateness of the verbal descriptions of the problems. Inclusion of a memory aid reduced errors for both conceptual rules but also decreased the appropriateness of the verbalizations of the problems. Some evidence was obtained that the ease of solution of a conceptual problem is related to the particular parts of speech comprising that problem.