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Rethinking Bloom's Taxonomy: Implicit Cognitive Vulnerability as an Impetus towards Higher Order Thinking Skills

Caroline M. Crawford, Marion S. Smith

Source Title: Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes

ISBN13: 9781466665996|ISBN10: 1466665998|EISBN13: 9781466666009

DOI: 10.4018/978-1-4666-6599-6.ch004

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MLA

Crawford, Caroline M., and Marion S. Smith. "Rethinking Bloom's Taxonomy: Implicit Cognitive Vulnerability as an Impetus towards Higher Order Thinking Skills." Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes, edited by Zheng Jin, IGI Global, 2015, pp. 86-103. https://doi.org/10.4018/978-1-4666-6599-6.ch004

APA

Crawford, C. M. & Smith, M. S. (2015). Rethinking Bloom's Taxonomy: Implicit Cognitive Vulnerability as an Impetus towards Higher Order Thinking Skills. In Z. Jin (Ed.), Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes (pp. 86-103). IGI Global. https://doi.org/10.4018/978-1-4666-6599-6.ch004

Chicago

Crawford, Caroline M., and Marion S. Smith. "Rethinking Bloom's Taxonomy: Implicit Cognitive Vulnerability as an Impetus towards Higher Order Thinking Skills." In Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes, edited by Zheng Jin, 86-103. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6599-6.ch004

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Abstract

Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.

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Rethinking Bloom's Taxonomy: Implicit Cognitive Vulnerability as an Impetus towards Higher Order Thinking Skills

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