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T HIS paper is organized in three parts, corresponding to three presentations. The first part considers a method (scale analysis) for studying concept development in the child when it is suspected that fairly regular patterns of advance occur. This method was presented in two earlier papers,' but is here discussed with the modifications necessary for application to more complex concepts. In the second part the cumulative development of a number of interrelated monetary meanings or concepts is traced in considerable detail. In the third part several summary points are made about the character of conceptual development.
Anselm L. Strauss (1952) studied this question.