Two modes of assessment (an interview and a drawing task) were applied to investigate first, third, and fifth graders' understanding of their own feelings and their understanding of the feelings of others, specifically those of their parents. In the interview session, each subject was asked first a set of questions about happy feelings and then the same set of questions about sad feelings. Scores for each question were composited into four variables: knowledge of feelings in the self, knowledge of feelings in the parents, understanding of the process of feelings in the self, and understanding of the process of feelings in the parents. During the drawing session, children were given two pictures. One picture showed a figure of the subject's same gender, while the other depicted a male and female figure together. Subjects were then asked to pretend the pictures were either themselves or their parents and to color with a marker where they or their parents experienced happy or sad feelings. Interviews and drawings subsequently were coded by two different raters, each naive to the research purposes. Results indicated age and sex differences in children's knowledge of feelings in the self and understanding of the processes of feelings in the self and in their parents. (MP)