Path analysis was used to reanalyze Kropp and Stoker's data from tests designed to evaluate Bloom's taxonomy of educational objectives in the cognitive domain. Scores for 1,128 students in grades nine through twelve were analyzed separately by grade level for four content areas on six taxonomic levels. A measure of general ability was also included in the 16 correlation matrices. Two different path analysis procedures were used, one depending on squared semipartial correlations and the other depending on standardized partial regression coefficients. In addition, each matrix was factor analyzed by image analysis procedures. The two different path analysis methods differed in their interpretation of whether prior intelligence or prior knowledge made a greater contribution toward comprehension. The results generally supported the hierarchical nature of the taxonomic tests, with the exception that evaluation appears to be more an effect of comprehension than of synthesis. The factor structures for grades nine and twelve were highly similar. (CTM)