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There is no doubt that Bloom's Taxonomy of Educational Objectives for the cognitive domain (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956) has had a considerable impact on educational thought and practice all over the world. For example, the bibliographies by Cox and Unks (Note 1) and Cox and Wildeman (Note 2) list a large number of articles and reports describing applications of the taxonomy. The taxonomy has also been cited in dozens of papers concerned with educational research and development each year (ISI, 1970-1976). In this respect it has achieved one of Bloom's criteria for its success:
G. M. Seddon (Thu,) studied this question.
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