Four tests were chosen for a study that investigated the hypothesis that individual differences in aural comprehension might anticipate individual differences in general information. A composite of eight subtest scores from the Test of General Information (TGI) was used as a measure of students' general knowledge. The Listening section of the Scholastic Test of Educational Progress (STEP) was included to check on earlier findings; the Verbal Aptitude of the School and College Aptitude Test (SCAT) was selected on the grounds that aptitude should anticipate achievement; and the Reading Comprehension section from STEP was chosen on the hypothesis that skill in reading ought to lead to gains in information. Complete data for each of the tests and the information composite were available for grades 5, 7, 9, and 11 and for constant samples of 748 white girls and 655 white boys. Because samples were much smaller, black boys and girls were omitted from this analysis. Separate matrices of correlations were computed for each sex. From each master matrix, three additional matrices were formed of each test and the composite. Results supported the hypothesis. Reading comprehension was most highly correlated with individual differences in general information when all were measured on the same occasion. In contrast, individual differences in estimated true scores of listening were most highly correlated with general information when there were at least 2 years between the occasions of measurement. (HOD)