To continue exploration of the educational problems of deprived children, 32 disadvantaged and 32 advantaged children ranging in age from 4 years, 8 months to 5 years, 8 months, were selected to take a battery of tests designed to measure some of the skills and characteristics thought to be related to academic success. The factors measured and the tests used were (1) general intellectual functioning (Stanford-Binet), (2) learning processes (Paired Associates Learning Tasks), (3) impulsivity and reflectivity (Matching Familiar Figures Test and Children's Embedded Figure Test), (4) inhibition of motor behavior on adult command (Motoric Inhibition Test), and (5) exploratory behavior (Reactive Object Curiosity Test). Comparison of the results of the tests showed that the advantaged children were more efficient in intellectual performance and paired associates learning than disadvantaged children of the same age. Tenative support was found for the hypothesis that disadvantaged children are more impulsive in response disposition. There was no support for the hypotheses that disadvantaged children inhibit motor behavior less on verbal adult command or show less object curiosity than the advantaged child. (MH)