Examines the six categories that make up the cognitive process dimension of Bloom's Taxonomy Table, as well as the 19 specific cognitive processes that fit within them. After describing three learning outcomes, the paper focuses on retention versus transfer of learning and rote versus meaningful learning, discussing how teaching and assessment can…

Purpose: To provide an understanding of the ways in which Confucian Heritage students use reflection as a means of learning at university. Design/methodology/approach: The approach is an exploratory qualitative study into the ways in which Confucian Heritage students learn while studying at university. Data are collected by means of…

Myth is integral to modern as well as ancient societies in its service to multiple interrelated social functions. Among these are to explain phenomena and direct action, to justify particular interests or practices, to dramatize ideals, and to provide cultural cohesion. Three prevailing myths that are especially problematic are the myths of…

Using both end-of-course achievement outcomes and long-term cognitive retention as criteria, this study provides comparative data on the effectiveness of mastery and nonmastery approaches to instruction. Results indicate that mastery students performed significantly higher on several levels, and equally well on others. (Author)

Emerging research evidence of an approach to learning that combines memorization and comprehension, particularly from Asia, is examined and possible explanations for it are discussed. It is proposed that this approach may explain the apparent paradox of high achievement is Asian cultures, where rote learning in stressed. (Author/MSE)

Two content-independent learning strategies were evaluated to determine their effectiveness in facilitating learning on two types of information-processing tasks, spatial learning and concept learning. The network strategy used imagery with a peg-mnemonic and a hierarchical retrieval system, while the rote strategy elicited a stimulus-response…

Three learning modules are described and investigated as they reflect different students' conceptions of and approaches to learning. The Schoolwork Module (SWM) focuses on task performance and involves a passive, incremental, piecemeal, and rote memory method of learning, parallel to what might be implied by the Information Processing model of…