Abstract
One of the problems that has contributed to a refinement of the functional procedure of double stimulation in experiments is the problem of concept formation in children. To form an idea of the significance of this experimental method for the study of children's concepts, it must be viewed against the background of other methods that have been used to deal with the same problem. The psychology of children's concepts not only is of tremendous theoretical interest but also undoubtedly has applied psychological importance since the accumulation of concepts, their nature, and the way they are used are unquestionably correlated with a child's level of intellectual development and are, to some extent, indicators of that level.
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