A study of the commonality of associations of 50 lexical and 50 structural words by 80 kindergarten children indicated that (1) there was no significant difference in commonality of responses between lexical and structural words, (2) there was a difference in commonality relations for the sexes, and (3) there was more commonality in responses to words which were easier to learn than to those which were harder. Each child was presented 25 words, randomly selected and orally read from 5x8 cards; each stimulus word received 10 male and 10 female responses. The 100 words were chosen from Coleman's 33 error levels. The responses were ranked as (1) syntagmatic, responses that created thought continuous with the stimulus words; (2) paradigmatic, responses that were substitutes; (3) phonological, responses that rhymed; and (4) indeterminate. Commonalities for these were not significant until lexical and structural words were considered separately; there was a significant difference in the syntagmatic and paradigmatic responses. Paradigmatic responses were related to the commonality of lexical responses rather than structural. Subjects who appeared to be slower learners and timid subjects gave mostly phonological responses; the effect of "everyday language situations" was evident in the responses to some words. References are included. (BT)