This study is concerned with the manner in which experience with concrete, quantitative, interpersonal, and verbal content influences the development of ability patterns in first grade children. The literature related to theoretical models of intellectual development indicates that abilities develop in response to experiential variables, such as content, and that content specific instruction may experimentally produce changes in the ability patterns of six-year-olds. Pilot studes were conducted and data to test the experimental hypotheses were collected from 240 first grade children. A Seriation Skills Test, which is included in the document, was prepared from these. A Solomon Four Group Designs used to ensure internal validity of the study and the effect of instruction on subtest scores and total scores was assessed by performing an analysis of variance of group means observed on posttest. The results revealed high pretest intercorrelations among some seriation abilities and low pretest intercorrelations among others, and instruction did not significantly alter the relationships. The results suggest that to improve the reliability of infant and preschool intelligence scales and to select materials for home intervention and Head Start programs, Structure of Intellect content categories should be used as guides. (MBM)