An exploratory study making use of ethnographic and grounded theory methods was carried out with two Hispanic and two Black American working-class families. Exploration focused on how cognitive processes taking place in the natural setting of the family can best be understood. In order to uncover the intellectual interactions that take place in the course of everyday activities, several areas of household activity were examined, including household management, entertainment, religious and special interest activities, and family record keeping. This report presents extracts of the field materials as a basis for considering levels of data in ethnographic texts and indicates how these data may increase understanding of the many layers of experience and communication within families. The report suggests, first, that examination of family members' everyday routine analysis of social behavior and education--members'"everyday social science"--is a useful approach to understanding cognitive or intellectual processes. Second, the analysis indicates that the interactional view of educative styles and agendas can be augmented through closer examination of the characterizations which family members make of each other with respect to their educative styles and agendas, as well as through an examination of pedagogic styles and agendas. In conclusion, some reflections are offered about the conditions under which ethnographic and grounded theory methods are appropriate. (RH)