The relationships among psychological differentiation, cognitive style, and body concept were investigated in 94 five- and six-year olds from the Houston, Texas Independent School District. The sample included males and females, and Blacks, Whites, and Mexican Americans. The Embedded Figure Test Preschool (EFT) was administered to determine field dependent or field independent cognitive style. About half of the Holtzman's Inkblot Test was used to obtain a Body Barrier Score (Br), indicating sense of a separate identity. From the Br scores indicating a low sense of identity, 26 subjects were selected for participation in an experiment. The experimental group received a socialization experience enhancing self-recognition of body characteristics, self-acceptance, and sense of self as a separate and independent entity. The training, continuing for two months, included four activities: (1) Hi, this is me!; (2) Look what I can do!; (3) I can wait!; and (4) How do I feel? Control group subjects received attention but no training. Posttests were repeated. Results indicated a correlation between EFT and Br scores; ethnic differences; and a gender and ethnic interaction. The training program appeared to enhance the sense of separate identity but did not affect cognitive style. (GDC)