Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…

The purpose of the present study was to explore the conceptual scheme of the taxonomy within a conventional achievement oriented public school classroom by means of techniques that permitted a distinction between item difficulty and item complexity. (Author)

This represents the latest in a series of efforts, on-going since 1965, to up-date and revise a listing of continuously received literature which pertains to the Taxonomy. (TL)

Provides a list of 27 cognitive objectives that are applicable to preschool and early childhood years. Relates elements of the list to the classification systems of Bloom, Gagne, and Briggs. (RL)

Authors of the taxonomy made various claims about its properties that concern both educational and psychological issues; these claims have stimulated investigations of the taxonomy's validity. As the taxonomy is now entering its twenty-second year, this review attempts to survey these investigations and appraise the findings. (Author/CP)

The Domain of Cognition is a taxonomy for planning, sequencing, and implementing instruction, which covers the entire range of cognitive and cognitive-affective learning and behavior. Students acquire, learn, and use information on eight hierarchically and sequentially arranged levels of complexity. The levels and their corresponding abilities…

Presents an interview with an intelligence expert and author who proposes that the scope of intelligence testing be broadened according to his new taxonomy of intelligence, and that schools use intelligence tests to diagnose individual students' strengths and weaknesses. (MCG)

Twenty-seven kindergarten subjects were trained on two different double classification matrix tasks to determine whether they were hierarchically related. Prior behavioral analyses had shown one task to be simpler than the other. It was assumed that, in hierarchical transfer relationships, one order of task acquisition is more favorable than…

Questions teachers use to elicit responses from students affect the kind of thought process the student will use and subsequently the type of answer he will suggest ways in which behavioral and educational objectives are reflected in teacher questions. Simplified interaction analysis techniques can be useful in diagnosing and assessing the…

This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

Bloom's taxonomy of the cognitive domain consists of six major levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The purpose of this study is to construct a quantitative causal model for a set of tests designed to operationally define these six levels in order to further explore the validity of the cumulative…