A study involving 46 intellectually talented and 46 typical third graders was undertaken to assess differences in psychosocial maturity across the groups. Focus was on examining psychosocial maturity through assessment of interpersonal reasoning, which is defined as the ways children exhibit sensitivity to the feelings of others and assume another's perspective. All subjects were white native English speakers, with an average age of 8 years and 4 months. Interpersonal reasoning was assessed through Piaget-style clinical interviews developed by R. L. Selman (1980). Each interview consisted of an interpersonal dilemma and a set of structured questions designed to elicit the interviewee's interpersonal reasoning relative to concepts of individuals, parent-child relationships, friendship, and peer relationships. Results indicate qualitative differences in interpersonal reasoning favoring intellectually talented children. Maturity in intellect appears to be accompanied by advanced understanding of and sensitivity to the feelings of others. However, the factors underlying the differences between the intellectually talented and the intellectually typical children may not represent differences in interpersonal reasoning abilities per se; they may be differences in verbal fluency or social experiences. A 38-item list of references is included. Examples of the interpersonal reasoning dilemmas in the domain of the individual and in that of friendship are appended. (TJH)