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Bloom's taxonomy, prior to 2001. In the 1956 original version of the taxonomy, the cognitive domain is divided into six levels of objectives. [10] In the 2001 revised edition of Bloom's taxonomy, the levels were renamed and reordered: Remember, Understand, Apply, Analyze, Evaluate, and Create. [11]
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
The idea of interlacing Bloom's Taxonomy and Webb's Depth-of-Knowledge to create a new tool for measuring curricular quality was completed in 2005 by Karin Hess of the National Center for Assessment, producing a 4 X 6 matrix (the Cognitive Rigor Matrix or Hess Matrix) for categorizing the Bloom's Taxonomy and Webb's Depth-of-Knowledge levels ...
It depicts the belief that remembering is a prerequisite for understanding and that understanding is a prerequisite for application. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, USA: Addison-Wesley Longman.
Like Bloom's Taxonomy, Bruner suggests a system of coding in which people form a hierarchical arrangement of related categories. Each successively higher level of categories becomes more specific, echoing Benjamin Bloom 's understanding of knowledge acquisition as well as the related idea of instructional scaffolding .
Memory consolidation was first referred to in the writings of the renowned Roman teacher of rhetoric Quintillian.He noted the "curious fact... that the interval of a single night will greatly increase the strength of the memory," and presented the possibility that "... the power of recollection .. undergoes a process of ripening and maturing during the time which intervenes."
Bloom's Taxonomy remains a foundation of the academic profession according to the 1981 survey, "Significant Writings That Have Influenced the Curriculum: 1906–81" by Harold G. Shane and the National Society for the Study of Education. Bloom's 2 Sigma Problem is also attributed to him. Benjamin Bloom conducted research on student achievement.
Recalling the past in a self-serving manner, e.g., remembering one's exam grades as being better than they were, or remembering a caught fish as bigger than it really was. Euphoric recall: The tendency of people to remember past experiences in a positive light, while overlooking negative experiences associated with that event. Fading affect bias