L EARNING INVOLVES THE ACQUISITION of knowlL edge. This is a commonsense view of learning that has implications for how to teach-such as presenting information to learners in books and lectures-and how to assess-such as testing to see how much of the presented material students can remember (Mayer, 2001). The revised Taxonomy is based on a broader vision of learning that includes not only acquiring knowledge but also being able to use knowledge in a variety of new situations. When taking a knowledge acquisition view of learning, teachers sometimes emphasize one kind of cognitive processing in instruction and assessment-what we call Remembering. Like the original Taxonomy, however, the revised Taxonomy is based on the idea that schooling can be expanded to include a fuller range of cognitive processes. The purpose of this article is to describe this fuller range of processes in more detail.
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