A selective review of the literature on the socialization effect of games uncovers a varied and increasing number of hypotheses, but only little and scattered evidence. Direct studies of play and game functions are primarily in uncontrolled clinical reports. Therefore, a pilot study was conducted as a preliminary attempt to establish correlational relationships between types and frequencies of games played and general attitudes in children. The research was conducted in a rural school in Maryland; all sixth-graders (108) answered a battery of questions. Two independent categories of games were identified: sports, and board and card games. Participation in sports was found to be strongly associated with school achievement, span of attention, and the feeling that one can learn, but not related to self-image or attitude toward luck. Involvement in board and card games, on the other hand, was related to low school achievement, a negative self-image, reliance on luck rather than work, and a feeling of impotency in learning. These findings are considered to provide evidence of game importance and to indicate specific relationship between social processes and autoletic (game and play) activities. (SS/MF)