STUDENT RECOGNITION OF THEMES IN MUSIC THAT WERE REPEATED OR ALTERED THROUGHOUT 14 MUSICAL ITEMS WAS MEASURED BY USE OF AN AUDIOVISUAL TESTING DEVICE. AFFECTIVE RESPONSE TO THE THEMES WAS INDICATED, USING A SEVEN-POINT SCALE OF LIKE-DISLIKE. ASSOCIATIONS BETWEEN THE MEASURED RECOGNITION AND SUCH ITEMS AS MUSICAL EXPERIENCE, ACADEMIC APTITUDE, AND MUSICAL PREFERENCES WERE EXAMINED. THE ANSWER BOOKLET FOR THE TEST CONTAINED A QUESTIONNAIRE TO GATHER DATA ABOUT EACH SUBJECT'S MUSICAL EXPERIENCES AND PREFERENCES. CUMULATIVE GRADE POINT AVERAGES WERE OBTAINED FROM SCHOOL RECORDS. THE TOTAL SAMPLE TESTED INCLUDED 1,572 COLLEGE AND UNIVERSITY STUDENTS, BOTH MUSIC AND NONMUSIC MAJORS IN FOUR MIDWESTERN STATES, AND 342 HIGH SCHOOL STUDENTS IN MICHIGAN. RECOGNITION SCORES AND OTHER DATA WERE GATHERED AND STATISTICALLY TREATED. RESULTS INDICATED THAT RECOGNITION SKILLS SEEMED TO BE (1) SIGNIFICANTLY ASSOCIATED WITH PARTICIPATION IN MUSICAL ACTIVITIES EXTENDED OVER LONG TIME PERIODS AND (2) ASSOCIATED WITH LISTENING EXPERIENCE. RECOGNITION SKILLS DID NOT SEEM TO BE ASSOCIATED WITH OVERALL ACADEMIC APTITUDE, NOR WITH THE TOTAL AMOUNT OF ACADEMIC STUDY IN COURSES OF MUSIC THEORY, HISTORY, AND LITERATURE. STATISTICALLY SIGNIFICANT BUT LOW, POSITIVE CORRELATIONS WERE FOUND BETWEEN (1) RECOGNITION SKILLS AND EXPRESSED PREFERENCE FOR CLASSICAL MUSIC, AND (2) THE RECOGNITION SCORE ACHIEVED ON MOST TEST ITEMS AND THE DEGREE OF LIKING EXPRESSED FOR THE MUSIC OF THE ITEMS. THE AUTHOR SUGGESTED THAT THE PROJECT FINDINGS WOULD PROVIDE TENTATIVE DIRECTION IN PLANNING CURRICULUMS TO ENHANCE ACHIEVEMENT IN AND APPRECIATION OF MUSIC. (AL)