Children whose primary school experience was consistently "open," consistently "traditional," or "mixed" (open education followed by traditional) were compared on a number of psychological variables. Subjects were 120 children, aged 10 to 11, from six primary schools in suburbs of London, England. The open classroom group proved to be more creative and more positive in attitudes toward school and learning than either the traditional or the mixed group, and more self-responsible than the mixed group. No differences were found among the three groups on measures of IQ, reading ability, or curiosity. Results were interpreted as supporting the viability of the open classroom as a potentially beneficial educational alternative. (Author)