Investigation of the influence of schooling on cognitive development and its resulting attitudes toward social change in Pakistan provides insight on national development. Pakistan's rural geography, well developed class system, legacy of colonial rule, and strong family and religious traditions make it a particularly good subject for development research. Researchers, however, are often guilty of imposing a Western point of view of non-Western societies by combining myth and wishful thinking with valid observations of and knowledge about developing nations. The research project is based upon the hypothesis that education and training are the keys to progress and development in rural areas. A value free test and interview instruments were used to measure the effect of schooling on 100 Pakistani adults, 80 out-of-school children, and 114 school children. Three tests (multiple ordering, similarity, and learning and ordering) were administered to the groups to measure the cognitive aspects of their problem-solving abilities. Interviews concerning attitudes towards change and belief orientation followed the tests. Findings showed that response patterns vary by education and literacy more than by age; schooling has a noticeable effect on cognitive growth but not on social behavior; and additional schooling prompts individuals to suggest socioeconomic reform. References and survey tabulations are included. (Author/DB)