This study attempted to ameliorate the educational deficits of infants using structured tutorial programs of language and concept training in the home. It was part of a larger project whose purpose was to determine the age at which intervention will produce maximum acceleration of cognitive development. Subjects were 20 disadvantaged 8- and 24-month-old children randomly assigned to experimental and control groups. Female tutors worked with each experimental subject in his home 1 hour a day, 5 days a week, over 1 year. In the first 3 or 4 weeks of training rapport was established, and the child's development was studied. Language training stimulated infants to imitate actions and sounds, identify and name objects, verbalize needs, use picture books, develop elaborative language, and use internal dialogue. Concept training stimulated infants to understand concepts of body image, space, number, time, and classification. On initial testing both groups of infants were average in intelligence and motoric development, but below their chronological age in language and concept development, and in interpretation of symbolic representation. Posttests showed that the experimental group had consistently higher scores on IQ, language, and conceptual development tests. There were no significant differences in sensory-motor development. (NH)