A study of the extent to which relationships exist between pupils' verbal associative learning ability and seven indices of pupil ability to verbalize utilized 32 third-grade and 34 fifth-grade pupils randomly selected from six Las Cruces schools. Raw data were collected from transcribed language samples, the Verbal Paired-Associate Test, the Coding subtest of the "Wechsler Intelligence Scale for Children" and the "Cattell Culture Fair Intelligence Test," and were processed by the IBM "Stepwise Linear Regression" computer program. Some general conclusions were that (1) variation in verbal associative learning ability was accompanied by variation in verbalization skills, but the relationship between them could not be attributed to a mutual relationship with nonverbal I.Q.; (2) verbalization measures significantly related to Verbal Paired-Associate Test score represented a unitary aspect of language variance as related to verbal associative learning; (3) a large part of the variation in paired-associate test scores was not accounted for by the multiple correlation combining a measure of nonverbal intelligence and seven verbalization measures; (4) expected score patterns were exhibited in comparisons of mean scores by sex, grade, and language. (Author/JM)