This study examines the effect of expectation (children's judgments as to the probable actor within a given sentence) upon comprehension of passive sentences, the relationship of syntactic comprehension to the paradigmatic-syntagmatic shift in word associations, and the effect of sex on each. Forty first-graders and 40 kindergarteners were blocked by sex and word association (by a median-split). Repeated measures for sentences harmonious, neutral, and contrary to expectations were analyzed in factorial design employing grade, sex, word association and expectations. Results of this study bear on effects of semantic features upon children's comprehension of syntax. (Author)