This study explored the difference in intelligence among children from large families in relation to parent-child interaction patterns. The sample consisted of 56 children from large families living in Central West Virginia. The 56 children represented 20 families, all of which had five or more children, and were of similar economic circumstances. Measurement of parent-child interaction was accomplished using a locally produced scale which was administered verbally to the children and designed to measure a child's assessment of the quality and quantity of their parents' interaction with that child. The child's response to each question was rated into one of three categories provided by each item on the scale. The results of this study indicate the value of parent-child interaction in facilitating the development of children's cognitive skills. The author concludes that programs such as the Department of Health, Education, and Welfare's Project Home Start should answer many questions about the value of educating parents to be effective educators of their children. (Author/BW)