This study investigated the relationships obtained among verbal imitation, comprehension, and production when a stimulus sentence exceeded the child's short term memory. A total of 32 children, aged 3 to 5 years, took tests of comprehension, nonverbal imitation, verbal imitation, and production of structures expressing sequence ("before", "after", "first", etc.) and simultaneity ("while", "at the same time" etc.). Scores on the nonverbal imitation of both sequence and simultaneity were significantly higher than scores on comprehension, verbal imitation, and production. In addition, there was a significant interaction between temporal construction and task. Scores on the comprehension of both sequence and simultaneity were found to be significantly higher than on production. The significance of these data are discussed in detail; and an argument is made for a multi-instrumental approach to the study of language acquisition. (ED)