Observational, exploratory and verbal learning, and verbal and imaginal processes of Pueblo Indian children were compared with those of non-Indian (Anglo and Chicano) children. Both Pueblo and non-Indian adults and children were observed, interviewed, and asked to carry out various tasks. The children attended either a Tanoan or a Keresan day school, an Albuquerque public school, a summer school, or a commune school in New Mexico or a San Diego (California) elementary school. Mapping as an observational procedure, a learning experience interview, and story retelling and drawing were used to obtain data on learning processes and modes of representation. Story retelling was explored as a possible measure of bilingualism. Pueblo children were found to be self-confident and independent at an early age; they excelled in visual representation and showed a high interest in role play. Although their verbal expression in English was not as fluent as that of non-Indians, no evidence was found to support the view of the "silent" Indian child--on the contrary, in their native languages and/or in comfortable settings Pueblo children were willing and capable verbal communicators. All of these patterns were linked to the nature of Pueblo communities and the children's place in them. (Author/NQ)