The major purpose of this study was to assess the degree to which cognitive style, as indexed by the Matching Familiar Figures Test (MFFT), is related to the way in which children respond to problems with social or interpersonal content. Fifty-two reflective and 64 impulsive first- and second-grade boys were presented with a number of stories in which one of the characters was faced with a decision as to how to react to other people in a variety of conflict situations. A number of different types of responses were presented to each child who was required to select the one he considered most appropriate. To further examine the relationship between cognitive style and various social behaviors and personality characteristics, a teacher-rating scale was completed by the subjects' teachers (N=13). Each child was rated on six different dimensions of classroom behavior: aggression, need achievement, anxiety, academic disability, isolation, and extraversion. Results indicated that the impulsive boys consistently responded more quickly than did the reflectives. Also, the impulsives considered yielding to be an appropriate response to social conflict more frequently than did the reflectives, while the reflectives viewed assertive behavior or direct confrontation to be more appropriate than did the impulsives. Teacher ratings on Miller's (1972) School Behavior Checklist yielded no differences between the two cognitive style groups on any of the six classroom behavior measures. (Author/MP)