Investigated preschool children's understanding of temporal relationships in terms of their comprehension of sentences containing clauses linked by "before" and "after". Also evaluated was the relative importance of order of mention and main-subordinate relations strategies in children's interpretation of temporal order information. (Author/SDH)

Presents a reply to and an analysis of a study which examined the use of logograph research to determine children's cognitive integration ability. The study in question had been based on the present author's previous research. (BD)