Twelve culturally disadvantaged 4-year-olds of borderline normal intelligence were subjects of this study. Its primary purpose was to test further the cognitive learning theory previously developed, as well as the reinforcement system, the facilities, and the experimental-longitudinal methods of research. The study did not include a control group and was conducted in part to assess the possibility that the effects of training on specific intellectual skills would be reflected on standardized tests. These nursery school children participated in 13-minute experimental sessions three times a day in the study of writing, reading letters, and number concept learning with token-reinforcers (accumulated tokens which could be exchanged for toys, etc.) used to stimulate achievement. Data was collected on the child's responses, the reinforcers, and the stimuli that elicited responses. Results of the Stanford Binet and Metropolitan Readiness Tests, administered four times during the study, showed considerable gain in the intelligence measures and in the cognitive skills involved in readiness for school. The findings indicate the need for further research. (DO)