This study sought to validate two measures of social cognitive development: a measure of conflict resolution (Shantz and Shantz, 1982), and a social rule measure (Shantz, 1982). Participants were 214 kindergarten through fourth grade children from two suburban schools, one a public school and the other a Catholic parochial school in the Chicago area. Each child was individually presented with vignettes and then interviewed regarding the measures. The scoring categories for the interpersonal conflict measure were those devised by Shantz and Shantz: (1) forceful strategies, (2) simple conventions and directives, (3) reciprocal conventions, and (4) indirect strategies. Shantz's 10 original categories for ranking rule violation were modified to obtain adequate reliability. New categories were: (1) nominal-evaluative; (2) individual's preference; (3) legalistic; (4) peer reactions; (5) authority reactions; (6) negative physical and social effects to actor; (7) negative physical consequences to victim; (8) victim's emotional reaction; (9) social standards; (10) intrinsic social principles; (11) actor's emotional reaction; (12) individual's rights; and (13) alternative action. The results support the hypothesis that responses to these situations change over age. Older children are more likely to understand the limitations of conventions in the face of individual rights and preferences, and are more aware of intrinsic social principles and empathic responses. Finally, there is tentative support for a negative relationship between level of reasoning and peer rejection. (BN)