THE RELATIONSHIP BETWEEN A CHILD'S SOCIAL ENVIRONMENTS AND HIS DEVELOPMENT WAS STUDIED. A MAIN AREA OF CONCERN WAS CULTURAL DISADVANTAGE AMONG CHILDREN FROM LOWER SOCIOECONOMIC BACKGROUNDS. THESE CHILDREN NOT ONLY FELL BEHIND IN BASIC SCHOLASTIC GROWTH, BUT ALSO RESPONDED MINIMALLY TO THE FUNCTION OF THE SCHOOL. THE BASIC PHILOSPHY OF THE INSTITUTE WAS THAT THESE NEGATIVE CONDITIONS WERE CORRECTIBLE. WHILE THE PRACTICAL AIM WAS TO SAVE LOST POTENTIAL, KNOWLEDGE WAS ALSO GAINED ABOUT THE DEVELOPMENT OF COGNITION, LEARNING, EMOTIONAL MATURITY, AND SELF-GROWTH. TECHNIQUES USED TO COMBAT NEGATIVE ATTITUDES OF CHILDREN INCLUDED EARLY ENRICHMENT TO PREVENT IMPROPER LEARNING AND SOCIAL DISABILITIES, AND REMEDIATION TO HELP OVERCOME DISABILITIES THAT HAD ALREADY DEVELOPED. OTHER AREAS OF RESEARCH INCLUDED THE RELATIONSHIP OF DIFFERENT ENVIRONMENT TO LANGUAGE, CLASSROOM COMMUNICATION BETWEEN CHILDREN OF VARIOUS SOCIOECONOMIC STRATA, AND THE EFFECTS OF VARIOUS PSYCHO-PHARMACOLOGICAL AGENTS CHILDREN'S LEARNING.