This paper investigates the acquisition of compound vs. phrasal stress ("hot dog" vs. "hot dog") in English. This has previously been shown to be acquired quite late, in contrast to recent research showing that infants both perceive and prefer rhythmic patterns in their own language. Subjects (40 children in four groups the averages ages of which are 5;4, 7;2, 9;3 and 11;6 and 10 adults) were shown pairs of pictures representing a compound word and the corresponding phrase. They heard a prerecorded tape with the names of the items, and were asked to indicate which one they heard. In addition to 9 real compounds and corresponding phrases, 9 novel compounds were presented ("redcup" = invented type of flower vs. "red cup"). A gradual increase in overall correct scores until age twelve was found along with a significant effect of real vs. novel compounds (p less than 0.001), and an overwhelming tendency for the younger children to prefer compounds regardless of stress. We conclude that the results are due to the slow development of the ability to use prosodic information to override a strong lexical bias. [An earlier version of this paper was presented at the VIII th International Congress for the Study of Child Language in San Sebastian, Spain.]