Heidi Kloos University of Cincinnati Title: Interlinking physical beliefs: children.s bias towards logical congruence Young children.s beliefs about physical relations are commonly studied as isolated pieces of knowledge. The current paper takes a different approach and asks whether preschoolers interlink individual beliefs into larger units. The particular form of organization explored here is referred to as logical congruence, the logical correspondence in direction among three physical relations. Are children.s guesses about one physical relation congruent with their beliefs of the other two relations? And can they learn a congruent set of relations better than an incongruent one? Two different physical domains were used, one in which children commonly hold strong beliefs, and one in which they are likely to lack such beliefs. The results show a strong bias towards congruence in young children. These findings provide a new way of explaining children.s difficulties with physical concepts such as density.