This study examined the influence of age, vocabulary knowledge, gender, ethnicity, and socioeconomic status (SES) on the geometric analogy performance of 4- to 6-year-olds. Subjects were 108 children between the ages of 48 and 83 months. Information on the age, ethnicity, and socioeconomic status of each subject was obtained prior to data collection. For the determination of vocabulary knowledge, Forms L and M of the Peabody Picture Vocabulary Test were administered. The Test of Analogical Reasoning in Children (TARC) was employed as a measure of analogical reasoning performance. Results indicated that there was no significant effect for age on analogical reasoning performance, and that age accounted for very little of the variance in TARC performance. Vocabulary knowledge had a significant effect on children's analogical reasoning performance and was the only categorical variable to contribute significantly to total variance. There were no significant gender differences and gender accounted for the least amount of variance on TARC performance. A significant effect for ethnicity on analogy performance was found; however, ethnicity did not contribute significantly to the regression equation. There was also a significant effect for SES on analogy performance and SES did not contribute significantly to the regression equation. (Author/RH)