Differences in Student Performance on Knowledge, Comprehension, and Application Tasks: Implications for School Learning.

Lyon, Mark A.; Gettinger, Maribeth

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Peer reviewed

ERIC Number: EJ313068

Record Type: CIJE

Publication Date: 1985

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Differences in Student Performance on Knowledge, Comprehension, and Application Tasks: Implications for School Learning.

Lyon, Mark A.; Gettinger, Maribeth

Journal of Educational Psychology, v77 n1 p12-19 Feb 1985

This study examined differences in time needed for learning for three types of learning tasks from Bloom's taxonomy: knowledge, comprehension, and application. Seventh and eighth graders (N=88) were given five repeated trials to master three simulated classroom tasks. Large differences were found between tasks in mastery rates, information acquired, and retention. (BS)

Descriptors: Comprehension, Content Area Reading, Criterion Referenced Tests, Difficulty Level, Item Analysis, Junior High Schools, Learning Theories, Recall (Psychology), Retention (Psychology), Time Factors (Learning), Time on Task, Transfer of Training

Publication Type: Journal Articles; Reports - Research

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Language: English

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Note: Article based on Lyon's doctoral dissertation at the University of Wisconsin, Madison. Former version of this article was presented at the Annual Meeting of the National Association of School Psychologists (Philadelphia, PA, April 1984).