Preschool children's association of the correct name with a clearly identified graphic form during an alphabet naming process is examined in this study. Subjects were 139 children (ages 2, 3, 4, and 5 years) who were asked individually to identify 52 cards, each with a single upper or lower case letter printed on it. Analysis of data was based on the absolute number of correct responses and the type of error for each age group. Errors were categorized as conceptual errors (random number and word naming), association errors (random letter naming), and feature errors. Results indicate that there is a developmental sequence in learning upper and lower case letters of the alphabet. Children of all ages experience greater difficulty learning to identify lower case letters. Types of errors made serve as an indication of cognitive and discriminatory processes the child is employing. Examination of these error patterns reveals that children move from making conceptual cognitive errors to making perceptual discrimination errors. (Author/JA)