A sample of 22,923 students who had taken the Graduate Record Examination (GRE) General Test in the academic years 1983-84 and 1984-85, and who had also taken the Scholastic Aptitude Test (SAT) 4 or 5 years earlier was identified and classified by undergraduate field of study (four major curriculum categories) and sex. Several analyses were undertaken to determine the degree of differential impact that sex and field of study might have on GRE-verbal, GRE-quantitative, and GRE-analytical scores, after controlling on SAT-verbal and SAT-mathematical scores. It was found that correlations of SAT-verbal with GRE-verbal and SAT-mathematical with GRE-quantitative were extremely high for the entire sample and for eight identified subgroups. The impact of curriculum and sex was found to be low for GRE-verbal, but relatively high for GRE-quantitative, and moderate for GRE-analytical. Additional studies concentrating only on clearly verbal and clearly mathematical fields showed small additional impact. Another study indicated that there was a generally slight effect of the institution attended on GRE-quantitative scores, but the basic study conclusions remained unchanged. An appendix lists the major fields. (Contains 35 tables, 10 figures, and 19 references.) (SLD)