三百名受試取自國小六年級、國中二年級和高中二年級，以探討年級和社經地位跟我國學生概念動率的關係。
本研究的自變項是年級和社經地位；應變項是熟悉圖形配對測驗(MFFT)上的反應時間和錯誤次數。統計方法則為２X３多因設計的變異數分析和共變數分析(以智力為共變量)。
首先比較男女在反應時間和錯誤次數的成績，發現差異都達顯著程度，即男生受試比女生更富沈思型的傾向。因此，男女分開分析以避免性別因素的影響。
本研究發現，無論是變異數分析或共變數分析的結果，男生的反應時間和錯誤次數都無顯著的社經地位差異。女生方面則較特殊。變異數分析發現錯誤次數的差異，由於智力予以控制便告消失，可是共變分析卻違反同質性假設。
至於年級的主要效果，男生反應時間的變異數分析没有明顯的差異，智力共變調整後，國二男生卻比高二男生的來得長；錯誤次數剛好相反，變異數分析所發現顯著之差異，當智力予以控制後，即告消失。女生方面，兩種分析都顯示小六女生的反應時間比高二女生的來得長，錯誤次數則均無差異。
綜結來說，共變數分析的結果跟變異數分析不甚相同，因此探討概念動率的差異，實有將智力加以控制的必要。
對於熟悉圖形測驗工具的計量性問題，本研究也指出前人研究的一致發現，即無論是再測或內部一致性，錯誤次數的信度都比反應時間的低。另外概念動率與「衝動性人格量表」的關係，本研究也發現很少有顯著相關。

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補遺
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