AbstractThis article reports on an initial attempt to improve our knowledge of the cognitive processes which are elicited by the perception of an unjust event. High school students were given a story describing an unfair treatment of a student by his teacher and were asked to place themselves either in the role of the unfairly treated student or in that of a non‐affected fellow‐student. They were then asked to write down all questions and thoughts coming to their minds in the described situation. The reported questions and thoughts were classified into three categories: attributions, action‐oriented thoughts, and assessments and evaluations. Statistical analyses of the frequencies and the temporal sequence of occurrence of these categories of responses revealed that victims of an unjust event reported attributions and action‐related thoughts more frequently and in an earlier position than non‐affected observers. Assessments and evaluations, on the other hand, were more frequently reported by observers than b