Abstract
Does the child learn primarily the most general, the most abstract concepts or does he acquire first the most specific and concrete ones ? It seems that both hypotheses not only are not exclusive but, on the contrary, are mutually complementary. Furthermore, other aspects of concepts such as « usefulness » seem prevalent in learning. This view was verified by analysing word definitions given by 6- and 10- year - old children. Word clusters were obtained by hierarchical clustering scheme method, and features of factors defining these words by means of proximity analysis.
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