In this study an experimental test was constructed requiring high school students in introductory physics to use graphic rather than verbal skills in identifying relational concepts of physics. The effectiveness of the test was examined using both traditional and contemporary-PSSC (Physical Science Study Committee) physics. Two hundred twenty-six students participated in the study. They were compared for verbal and non-verbal ability on the basis of scores on the Lorge-Intelligence Test. The experimental test was presented to each group. It consisted of 73 four-option, multiple-choice items. The students were shown a pair of slides for each item. The stimulus slide was captioned to identify the concept. The response slide was not captioned. Test data were analyzed by analysis of variance involving a 2 x 3 x 3 factorial design. A partial regression equation was used to predict the most probable score as estimated from his scores for Verbal Ability and Verbal Knowledge of Physics. Test scores for the slide-test and for verbal knowledge of physics correlated more closely for the traditional physics students. The correlation between these student's slide-test and their LT-NV scores was higher than the correlation between these scores for the PSSC students. (Author/EB)