The present study was designed to identify parent-child interaction patterns that might differentiate bright from below average elementary students in order to test the hypothesis that environmental processes related to regulation of executive processes influence both children's learning and developmental level. Thirty-two mother-child dyads (16 high and 16 low achievers) participated in a one-hour experiment that was videotaped. The experimental tasks consisted of copying block design models, categorizing sets of pictures, and categorizing sets of words. The parent-child interactions were coded in terms of questions asked, responses, and other verbal and nonverbal communications. The results supported the conclusion that differences in parent stimulation are of greater importance than socioeconomic or educational status. Bright students tended to have family environments in which considerable verbal guidance in problem-solving situations is provided and independence is fostered. (BW)