This investigation attempts to replicate previous studies by Spivak and Shure regarding the relationship between cognitive interpersonal problem-solving capacity and behavioral adjustment in 4-year-old children. Although Spivack and Shure's only measure of behavioral adjustment was teacher ratings (with the teachers aware of the purpose of the rating), this study used two different approaches to obtain measures of behavior: (1) teachers unaware of the purpose of the instrument were asked to rate children's classroom behaviors, and (2) children's behaviors were actually observed and recorded while children were in small-group play situations. Subjects were 107 black preschool children who were individually administered the Preschool Interpersonal Problem-Solving Test devised by Spivack and Shure. Each child's score consisted of the number of different solutions given for each problem. Classroom teachers were asked to complete Spivack and Shure's Preschool Behavior Rating Scale for each child after the children had attended preschool for four weeks. This scale consists of seven items (persistent and nagging, easily upset by peers, physically aggressive, dominant, etc.) which load on three factors: impatience, emotionality and aggression. In addition, a randomly selected group of 56 children were observed in small play groups and rated using the Sharp Behavior Identification Checklist. Each child was observed three times, ten minutes each time, on three different days. Results showed no significant relationship between children's problem-solving ability and behavior. While these findings are contrary to those of Spivak and Shure, they are consistent with research investigating the relationship between thought and behavior in other areas of child development. (Author/SS)