A study compared language skill development and cultural attitudes of second-grade children taught in an additive-bilingual program setting with those of second-grade children from a monolingual classroom setting. Subjects were 41 second-grade children participating in a Spanish immersion program and 19 children from a regular second-grade classroom. Comparisons were made on three variables: (1) nonverbal problem-solving, as measured by a test using progressive matrices; (2) native language development, as measured by a picture vocabulary test; and (3) attitude toward Hispanic culture, as measured by a cross-cultural attitude inventory. Gender and age relationships were also examined. Results supported earlier research and theory on the mediation of language as an essential part of nonverbal problem-solving, on the positive effect of second-language learning on cultural outlook, and on the contribution of the additive-bilingual instructional setting to native language maintenance in immersion education. 62 references. (MSE)