Four studies examined the role of generic language in facilitating 4- and 5-year-old children's ability to cross-classify. Participants were asked to classify an item into a familiar (taxonomic or script) category, then cross-classify it into a novel (script or taxonomic) category with the help of a clue expressed in either generic or specific language. Experiment 1 showed that generics facilitate 5-year-olds' and adults' cross-classification when expressed at an appropriate level of generalization (e.g., "foods" and "birthday party things"), whereas Experiment 2 showed that such effects disappeared when labels were at an inappropriate level of generalization (e.g., "pizzas" and "balloons"). Experiments 3 and 4 offered additional controls. Taken together, the findings demonstrate that language can guide and direct children's multiple categorizations. (Contains 4 figures and 1 table.)