A taxonomy of stages in the development of values concepts is presented and illustrated. In addition, the role of direct and social feedback in the evolution of an individual's values is examined. Level I of the taxonomy, Developing Behavior Patterns, is a pre-values stage experienced in early childhood. At this stage, the infant learns what he should and should not do, based upon feedback about his behavior. While such behavior patterns are not values, they serve that function, acting as a base for decisions about how to interact with people and things outside the individual. Level II, Developing Behavior Standards, represents a change from patterns to continuing standards, from individual situations to classes of situations. Again, while not values, the standards serve as the basis for decision making and thus fulfill the function of values. Level III, Developing Insight into Behaviors, is the level at which a concept of values arises. This concept is then used to learn from and relate to actions, decisions, and judgments. At Level IV, Developing a Constancy Between Behavior and Values, the individual knows what his values are or is able to surface them to influence his actions and decisions. He is more able to consciously anticipate and respond to situations in which there is a potential for values conflict, to recognize the role of values and data, and to understand the interrelationship between them as they influence his decisions, actions, and judgments. (MJB)