This study tested 60 children, 5 to 8 years old, on a variety of mental, moral, social, creative and cognitive tasks to determine the interrelatedness of those variables and their relationships to the intellectual process of decentration. The subjects were observed while attending a summer program prior to entering grades one through three. Observers rated each pupil on specific behaviors associated with egocentricity and decentration, as well as for positive-negative affect and verbal-nonverbal behavior. Identifying the underlying structure of the interrelationships of the decentering, verbal, and positive in addition to the remaining 27 variables was accomplished through a factor analysis. The decentering measures resulted in large loadings; verbal and positive variables loaded heavily on conformity. Results define and stress the decentering factor as an independent variable having very little interaction on the remaining cognitive variables. It appears that neither cognitive nor social variables are prominently involved with decentering; however, stage by stage comparisons show that this is a finding peculiar to the level of development assessed. While this study affords no assessment of the dividing line between egocentric and decentering behavior, it provides baseline data from which other studies may be carried out. Observation form included. (WY)