An investigation explored whether preadolescent children have developed self-schemata which serve in making judgments about trait behavior for both self and others. Seventeen males and 23 females between the ages of 10 and 11 who attended a public elementary school on Long Island were interviewed. Children rated themselves relative to classmates with reference to traits of smartness, funniness, and neatness; indicated how important each trait was for his or her self-definition; completed three tasks of social problem solving, each of which corresponded to one of the target traits; and answered five prediction questions (first about a story character's future behavior and then about their own behavior). Results show that subjects had developed schemata on trait dimensions which function in predicting future behavior for themselves and others, when this behavior is related to schematic dimension. Children who rated themselves high on traits and those who rated themselves low (categorized as schematic and aschematic, respectively) did not differ in their predictions for behaviors unrelated to schematic dimensions. Schematic children made finer discriminations between schema-relevant and schema-irrelevant behaviors for both themselves and story characters. They also appeared to have more organized self-structures which serve as guides in making judgments for themselves and others, with the latter judgments not being egocentric generalizations from the former. (RH)