This study examined the effect of provocateurs' emotion displays on first through fourth graders' social information processing (SIP). Rating and nomination sociometric techniques were used to identify rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive groups. Children viewed videotaped ambiguous provocation situations in which provocateurs' emotion displays were varied systematically. After each vignette, children's recall of story details, attribution of intent, and problem-solving responses were obtained. Half of the children were randomly assigned to a condition where they were asked directly about provocateurs' emotions, and the remaining children were not asked about provocateurs' feelings. Results revealed both developmental and social adjustment differences in SIP. In addition, provocateurs' emotion displays and asking versus not asking about those displays influenced multiple aspects of SIP.