Thirty-two parent couples participated in this investigation to determine whether learning patterns established in the home environment significantly affect a child's later cognitive development in traditionally school-taught subjects. This research report outlines the methodology used in the study, explains the operational criteria for the four different kinds of knowledge considered, and tabulates the results of the experiment by means of percentage statistics. The differences between teacher-initiated and parent-initiated memory training techniques are discussed. The study concludes that preschool children have little exposure to mnemonic study techniques (even though the majority of parents feel that the formation of memorization skills should take place prior to school enrollment), and that the small amount of training that they do receive has a negligible effect on later memory performance. (LH)