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Investigated the effect of dogmatism, as defined by Rokeach's scale, on 5 levels of cognitive processes as described by B. S. Bloom's Taxonomy of Educational Objectives: Cognitive Domain. 84 undergraduates served as Ss. Ss measured to be open-minded tended to increase in the mean performance of tasks as the task became more complex or autonomous. Ss measured as closed-minded tended to decrease in mean performance as the tasks became more autonomous. It is concluded that the opposite linear trend over the processes added support to the Rokeach notion that closed-minded Ss tend to rely on authority for direction and support more than open-minded Ss.

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