Analysis of effects of sex, race, socioeconomic status, and rural/urban locale on AML scores (Aggressive, Moody, Learning Problems) of preschoolers showed that 345 boys evidenced more aggression, learning problems, and adjustment problems than 334 girls. An interaction of race by social status suggested that middle-status blacks showed more aggression, moodiness, and adjustment problems than middle-status whites, low-status blacks, and low-status whites. Discussion focused on the needs for use of separate cut-off scores by sex, and the use of our data and Carberry and Handal's 1980 data as preliminary norms.
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