This paper begins by examining two approaches to defining and measuring adolescents' understanding of the public good: (1) theories concerning stages of moral and cognitive development and political socialization; and (2) attitudinal survey methods. Methodological deficiencies of the approaches are identified. The paper presents a new method of conceptualizing and assessing adolescents' understanding which involves the use of think aloud problem solving and related tools of cognitive psychology. This method produces graphic maps of adolescents' schemata of society, self, and others. Findings of a pilot study on schemata of the political system are reported. Further evidence for the use of think aloud problem solving and for the analysis of such problem solving by means of schema-maps in studies of adolescents' understanding of the common good is provided through a reconceptualization of Adelson and others' (1969, 1966) research on adolescents' solutions to hypothetical dilemmas. Discussion concludes that schema-mapping offers a concrete way of operationalizing either a diffuse conceptualization of society or a complex and well-organized conceptualization which includes institutions, principles, and linkages between action and the public good. (RH)