To test role-taking development 60 middle class subjects, 10 boys and 10 girls of each age (4, 5, and 6), were administered a role-taking task designed to enable the role-taker ("S") to make and explain predictions about a peer's responses to a situation in which "S" has information not available to the peer. Results suggested a four-level progression in role-taking skill across the age range examined. The significant correlation between the role-taking levels and both chronological age and another age-related role-taking measure supported the hypothesis that conceptual role-taking is an age-related social-cognitive skill and implied the possible existence of an ontogenetic sequence of role-taking stages. (Author/MK)