This project investigated patterns of parental authority among Berkeley preschool children and the processes by which these parents contributed to the development of children's social responsibility and individuality. Subjects were 140 families from city-sponsored, private cooperative, and university-operated nursery schools. Eight constructs were devised: (1) high vs. low stress tolerance, (2) self-confident vs. fearful, (3) achievement-oriented vs. nonachievement-oriented, (4) approach-oriented vs. withdrawn, (5) autonomous vs. suggestible, (6) rebellious vs. dependable, (7) destructive vs. constructive, and (8) alienated vs. trusting. Observation data on parent behavior were rated on scales approximating child scales and self-report parental attitudes were collected. Research is incomplete, but laboratory experimental and naturalistic observations were assessed and the latter was favored. It was concluded that observational studies which focus on the human psyche and human behavior seldom can achieve situational control, reliability of measurement, or precise formulation of process variables. They can, however, proceed self-critically, using statistical tests of significance on well-formulated hypotheses which are well defined conceptually and operationally. (DO)