Alternative classifications commonly used by children aged 12, 14, and 15 are presented. Why children use such alternatives is discussed. Age- and gender-related trends in performance on classification tasks is examined. Children's attitudes to classification and their perceptions of its usefulness in school and everyday contexts are reviewed. (KR)

A field experiment was conducted to test whether attitudinal changes during a live animal program could be attributed to the interpreter. Results provided no support for "matching" the interpreter with his or her audience. Program development, especially with females, is discussed. (LZ)