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Powers, Jordan, and Street recently presented evidence suggesting that assessments of cognitive complexity obtained from a widely used procedure may be significantly influenced by general loquacity and verbal complexity. This report argues that Powers et al.'s results are an artifact of the procedures employed, and presents additional evidence bearing on the relationship between cognitive complexity and general verbal abilities. In one study, conceptually independent assessments of cognitive complexity, loquacity, and writing speed were obtained from a group of college students. Cognitive complexity was found generally unrelated to both writing speed and loquacity. In a second set of studies, independent assessments of interpersonal cognitive complexity and two indices of general verbal abilities were obtained from three diverse populations (college students, mothers of young children, and grade-school children). Only low and generally nonsignificant relationships were found between cognitive complexity scores and the measures of verbal facility. These results are discussed within the framework of a construct! vist theory of cognitive development.