本研究在探究我國小學、國中、和高中學生在分析能力和創造思考兩方面的性別差異、年級差異以及性別，年級在這兩方面的交互影響。
所採用的受試是小四、國一和高一的男女學生各50名，共300名，測量分析能力的工具是藏圖測驗，而創造思考則是托蘭斯創造思考測驗（包括語文和圖形兩部份），後者的得分在語文部份計有流暢、變通、獨創和總分四項，而圖形部份還有精進性的得分，共五項，用二項式變異數分析來分析上述三測驗後，得到以下的結論。
就性別差異而言，男生在語文和圖形創造思考方面的總分皆優於女生，其中尤以語文部份的獨創性（P<.01），和圖形部份的變通性與獨創性（P<.005）得分差異最為顯著；就年級差異而言，語文部份的四項得分都有顯著的差異，換言之，語文創造思考的得分是隨年級增加而增高的，而圖形部份的總分和流暢性分數則未有顯著的年級差異，唯變通性、獨創性和精進性三項得分都有年級差異；至於年級與性別的交互作用在圖形部份並不顯著，而語文部份在流暢性、變通性和總分三方面的交互作用均已顯著，發現圖形部份的性別差異主要是在高一男女兩組之間，而年級的差異顯著表現於男生三組，卻非女生三組之間。
至於藏圖測驗的結果顯示，男女生的得分沒有顯著差異，但各年級間的差異卻極顯著，性別與年級的交互影響也並不顯著。
此外，本研究還發現，語文創造思考各因素、圖形創造思考各因素與藏圖測驗的相關，除圖形創造思考各因素與藏圖測驗的相關較低外，其餘各項分數間都有極顯著的相關。
除探究造成上述結果的原因外，並建議今後有關研究的方向，及其在教育上的含意。

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