Abstract
Thirty-four kindergarten children ranging in age from 56 to 76 months, were administered a relational terms test and a conservation test. The children were divided into an experimental group and a control group. The experimental group received relational terms training. Posttest results indicated a significant effect of training on both relational terms comprehension and conservation. Negative findings of earlier research may be due to methodological shortcomings. Theoretical implications of language training research are shortly discussed.