本實驗之目的在於根據Hull-Spence所提之E=H×D之關係，探討特質性焦慮引發爲一般驅力複受减弱之情形下與智力對於演繹推理之影響。本實驗分別以「顯性焦慮量表」評定特質性焦慮之高低，以「普通分類測驗」測量智力之高、中、下，並利用三段論式有效式之推演做爲演繹推理之評量。特質性焦慮之驅力作用，則告以受試者演繹推理之作業爲期中考成績之一部分，予以引發，但允於實做時，准許查書之方式，複以减輕。相等習慣強度之維持，則以受試者會做四格式各一，為其操作水準。結果發現，三段論式有效式之推演，受此焦慮高低之影響不大，但受智力之影響很大。智力高組恆優於智力中、下組，而智力中、下組間，並無差異。蓋吾人於此實驗中，提供正確答案之線索，減少錯誤反應之機會，而焦慮仍不失為其驅力。惟智力中、下組，則因學習事項較難，加以有猜答之可能，致使其間，無優劣之分。至於智力高組，則由於在此種學習與作業情形下，獲持強度相等之習慣，其表現乃受智力所决定。故於學業輔導上，爲减少因焦慮而産生對正確性反應之幹擾，對於高層認知之評估上，似可准許查書作答，助其記憶；並據大學生之智力程度，分組授受共同必修之科目。

It was hypothesized that when the habit strength was kept constant and drive state reduced, the response tendency would be the function of intelligence. In this experiment, the habit strength as a controlled variable was kept equal by the subjects' reasoning with each of four figure-moods without error as the criterion, and the independent variables-anxiety and intelligence-were measured with the MAS and the Revised AGCT, respectively. Anxiety as an emotional reaction was aroused under the intstruction that the result of valid syllogistic arguments would be used as a midterm's evaluation; however, it was relieved by permitting the subjects to consult the text during the course of reasoning. It was found that the valid syllogistic arguments made were no significant interaction between anxiety and intelligence, and no significant differences between the high anxiety and the low anxiety subjects with the same range of intelligence. But there were highly significant differences between the high intelligence and the middle range of intelligence subjects, and between the high intelligence and the low intelligence subjects, irrespective of their anxiety levels. As predicted, in the condition of anxiety relieving, the deductive reasoning was determined by the subjects' intelligence when the habit strength was under control.