The purpose of this investigation is to examine the relationship of structural knowledge as measured by semantic maps to three traditional learning outcomes, specifically, identification, terminology, and comprehension multiple-choice posttests. Instructional treatments were provided that encourage either proposition-specific processing or relational processing, and the effects of these lesson treatments on traditional and map scores are provided in order to describe more clearly what aspects of structural knowledge can be captured by semantic maps. The participants in this investigation were undergraduate students from a north-eastern college campus. Findings reveal that semantic maps provide an additional valid and reliable assessment approach for the instructional designers' toolbox. (Contains 2 tables and 2 figures.)