AN ATTEMPT WAS MADE TO IDENTIFY SOME OF THE PERSONAL AND SOCIAL VARIABLES DIFFERENTIATING CHILDREN WHO ARE HIGH IN CURIOSITY FROM THOSE WHO ARE LOW. THREE MAJOR QUESTIONS WERE EXAMINED WHICH LED TO THE FORMULATION OF 18 HYPOTHESES. THE QUESTIONS WERE--(1) DO CHILDREN OF HIGH CURIOSITY DIFFER FROM CHILDREN OF LOW CURIOSITY IN SELF-ADJUSTMENT AND SELF-DEVELOPMENT, (2) DO CHILDREN OF HIGH CURIOSITY DIFFER FROM CHILDREN OF LOW CURIOSITY IN THEIR SOCIAL ADJUSTMENT AND RESPONSIBILITY, AND (3) DO THE PARENTS OF HIGH-CURIOSITY CHILDREN DIFFER FROM THE PARENTS OF LOW-CURIOSITY CHILDREN IN THEIR CHILD-REARING ATTITUDES. THE FIRST PHASE OF THE STUDY WAS CONCERNED WITH TRYING OUT INSTRUMENTS TO BE ADMINISTERED IN THE MAJOR STUDY. THIS PHASE INVOLVED 289 CHILDREN FROM 9 FIFTH-GRADE CLASSROOMS. IN THE SECOND AND MAJOR PHASE, THE INSTRUMENTS WERE ADMINISTERED TO 577 FIFTH-GRADERS IN 19 CLASSROOMS. IN ADDITION, INSTRUMENTS WERE SENT TO SOME OF THE PARENTS TO ASCERTAIN THEIR ATTITUDES TOWARD CHILDREN AND FAMILY RELATIONS. EVIDENCE FROM THE STUDY PROVIDED AFFIRMATIVE ANSWERS TO THE THREE QUESTIONS WITH RESPECT TO THE MALE SUBJECTS, BUT WEAKER AFFIRMATIVES TO THE FIRST TWO AND A NEGATIVE ANSWER TO THE THIRD WITH RESPECT TO THE GIRLS. (JC)