This report presents the results of the second year of a training program designed to help preschool kindergarten children who are deficient in interpersonal cognitive problem-solving (ICPS) skills. The ICPS skills have been demonstrated to indicate good or poor behavioral adjustment, defined in terms of the reflectivity/impulsivity dimension of behavior. The training was intended to teach children how to think and help them develop a problem-solving thinking "style" for coping with everyday interpersonal problems. Subjects were 69 entering kindergarteners who had received ICPS training in nursery school and 62 kindergarteners who had not. The trained group was divided into a retraining group (N=39) and a control group (N=30), and the previously untrained group was divided into a training group (N=35) and an untrained group (N=27). Each group was administered the Preschool Interpersonal Problem Solving Test (PIPS) at the end of nursery school and kindergarten. Children trained in nursery school but not in kindergarten conceptualized a significantly greater number of solutions to interpersonal problems than untrained children after nursery school, and showed no significant loss over the following year. One year of training was found to be as beneficial as two with respect to behavioral adjustment, and findings suggested that early nursery intervention is optimal. Possible reasons for the efficacy of training in ICPS skills are discussed. (GO)