Verbal responses of 50 college freshmen were compared to determine whether any differences existed between the types of responses given by students listed as high or low in verbal ability according to the Scholastic Aptitude Test (SAT). The students, from two colleges, were tested individually using an experimenter-devised language inventory which asked for first reaction verbal responses to a list of mixed concrete and abstract words. The verbal responses were analyzed according to a paradigmatic or syntagmatic classification. A t-test used to analyze the scores indicated a significant difference between verbal SAT achievement and mean syntagmatic responses--low verbal ability students produced significantly more syntagmatic responses. These results and others cited implied that a shift from syntagmatic to paradigmatic responses might be the result of learning which could take place at any time rather than having a part in a developmental sequence. It was concluded that since standardized tests often require paradigmatic responses it is important that students understand the superordinate, coordinate, whole-part, or contrast structures necessary to make such responses. It was further concluded that assessment of verbal response type is a good predictor of SAT verbal performance. References and tables are included. (MS)