Determining the extent of consistency between distinct concepts has become increasingly important in current theorizing about the development and organization of cognitive structure. This paper discusses several conceptual and measurement issues that must be addressed in analyses of interconcept consistency: the distinction between connectivity and synchrony, validity of measures, comparability of scoring criteria, and the distinction between intrinsic and extrinsic task difficulty. It is argued that the goal of equating task validity must often conflict with the goal of equating tasks for intrinsic difficulty. Therefore, an analytic method is called for which is sensitive to intertask asynchrony while controlling for differences in extrinsic difficulty. The use of a modified Wilcoxon procedure (Zwick et al., 1982) for this purpose is illustrated with data from a sample of 5- to 7-year-old subjects. An expected pattern of asynchrony is found, supporting the usefulness of the method. However, the main finding is a lack of asynchrony among a variety of quantitative and nonquantitative concepts during this age period. (Author/RH)