Words in categories of high and low "flash-card learnability" and semantic congruence (logical congruence and associative congruence) were tested. Other independent variables were sex and intelligence (Peabody Picture Vocabulary Test). The dependent variable was time in tenths of seconds, from the first presentation of a word list until the subject gave the first perfect set of responses to the serial stimuli. Subjects were 40 male and 40 female 6-year-olds, beginning grade 1, randomly selected from a total school population of 123. Random assignment to treatment was made. Data were analyzed by a four-dimensional analysis of variance. Significant differences (.05) between lists organized by logical congruence and by the typical associates given by children were found. Since the young learner finds it more difficult to give a paradigmatic response, the implications for reading instruction for young children were discussed. It was concluded that differential performance to differing categories is a reflection of organismic internal organizational and processing differentials. A child learns sequential associative categorizing prior to logical semantic connections. Tables and references are included. (WB)