Reports the results of a study that compared two concept-mapping techniques, one high-directed, "fill-in-the-map" and one low-directed, "construct-a-map-from-scratch". Examines whether: (1) skeleton map scores were sensitive to the sample; (2) the two types of skeleton maps were equivalent; and (3) the two mapping techniques provided similar information on students' connected understanding. (Contains 22 references.) (Author/YDS)