How the mode of input of stimuli affects the quality or type of response was studied by comparing the number of paradigmatic responses and syntagmatic responses to both orally and visually presented stimulus words. The following groups, totaling 194 subjects, were involved in four experiments: (1) 18 institutionalized disturbed adolescents, (2) 96 seventh- and eighth-grade boys and girls from an urban junior high school, (3) 40 southern rural third-grade boys and girls, and (4) 40 southern rural fifth-grade boys and girls. Nineteen stimulus words, all nouns, were presented orally to half the subjects and visually to the other students. They were all required to write down their first response. In experiments 1, 3, and 4 there were significantly more paradigmatic responses in the oral presentation than in the visual presentation. In experiment 2 there was a slight edge for the oral presentation. The need for further research of the effect of modality on cognitive responses was indicated. The role of the reading teacher in affecting a congruence in the associations of modalities was also noted. References are included. (DH)