THE EFFECTS OF TWO DETERMINANTS, INTELLIGENCE AND DEGREE OF A PERSON'S SOCIAL POWER, WHICH AFFECT SOCIAL RELATIONS WERE EXAMINED IN THIS STUDY. THE LATTER REFERS TO THE ABILITY TO INFLUENCE THE BEHAVIOR AND BELIEFS OF OTHERS. THE OVERALL OBJECTIVE WAS TO DESCRIBE AND EXPLAIN CAUSES FOR THE TYPES AND CHARACTERISTICS USED BY CHILDREN WITH DIFFERENT DEGREES OF INTELLIGENCE. CHILDREN IN THE SECOND AND FIFTH GRADES HAVING VERY HIGH, AVERAGE, AND LOW INTELLIGENCE WERE SELECTED FOR THE STUDY. WITHIN EACH CATEGORY, THE CHILDREN WERE THEN DIVIDED INTO CLASSES OF PERSONS WHO HAD DIFFERENT DEGREES OF INFLUENCE AND EXPERTNESS ATTRIBUTED TO THEM BY PEERS AND TEACHERS. THEY WERE GIVEN A SERIES OF STANDARDIZED GROUP PROBLEM-SOLVING TASKS DURING WHICH THEIR INTERPERSONAL BEHAVIOR WAS STUDIED. THOSE WITH DIFFERENT DEGREES OF INTELLECTUAL ABILITY AND POWER WERE COMPARED WITH RESPECT TO THEIR INTERPERSONAL RELATIONS DURING THE PROBLEM-SOLVING SESSIONS AND THE BEHAVIOR USUALLY ACCORDED TO THEM IN THE CLASSROOM. THERE IS LITTLE SUPPORT IN THIS STUDY FOR THE ASSUMPTION THAT HIGHLY INTELLIGENT CHILDREN BEHAVE DIFFERENTLY IN SOCIAL SITUATIONS FROM THOSE WITH LOW INTELLIGENCE WHEN THE DEGREE OF THEIR SOCIAL POWER IS HELD CONSTANT. INTELLIGENCE BY ITSELF IS NOT AN IMPORTANT DETERMINANT OF SOCIAL RELATIONS. (JH)