This paper presents research into the characteristics of low-income families in the Portland, Oregon area. The contention is made that the learning behavior of children from these families is affected by their pre-school and early school experiences, which may be unsatisfactory in preparing them to learn. Three types of aberrations may affect their learning: (1) those of a sociopsychological origin, (2) those resulting from peripheral nervous system impairment, and (3) those caused by central nervous system disorders. Models are presented of sociopsychological development, along with schematic representations of interactional behavior. Techniques are suggested for alleviating poor reactional behavior, including drugs and their effects, and the training of parents. The latter is supported as having positive effect on inter-personal and intrapersonal behaviors which affect learning. Discontinuities are presented between those in the community responsible for ghetto conditions and their attitudes toward these responsibilities. Statistics on unemployment, school expenditures per pupil, education, income, occupations, and economic priorities of white vs. non-white populations are reported. (AE)