Content and task dimensions of social studies items were studied using factor analytic techniques. These items were developed to measure concept attainment using a completely crossed design with 30 concepts and 12 tasks. Conventional factor analyses were performed, separately for boys and girls, for concept scores and for task scores. Three-mode factor analyses were performed. The main conclusions drawn from the results of the conventional factor analyses are that all 30 of the concepts are measures of a single functional relationship existing among the concepts and that all 12 tasks are measures of a single underlying ability or latent trait. The three-mode results indicate that there are no important concept-task interactions for the idealized persons; thus it is reasonable to regard the concepts and the tasks as being two independent modes. (Author)