The Semantic Relation Test (SRT) was administered to 83 undergraduate students at Hamilton College (New York) to test the extent of subjects' knowledge of different relationships between word pairs. The 60 analogy items covered five categories of relationships: antonyms, case relations, class inclusion, part-whole relations, and similars. Three different item types separated knowledge of the family component from the specific component: heterogeneous-same, heterogeneous-different, and homogeneous. Analyses of the results indicated an interaction between relation family and item type. The main effect was not significant for relations, but it was for item type. When performance on heterogeneous-same and heterogeneous-different items was compared, significant main effects were found for the kind of relation, item type, and interaction of relation and type. When Scholastic Aptitude Test (SAT) and SRT scores were correlated, verbal SAT scores were postively correlated with overall SRT. Surprisingly, SAT mathematics scores were more highly correlated than verbal SAT scores. The SRT and scoring key are appended. (GDC)