This study examined U.S. and Chinese conceptions of learning with learning-related terms collected from U.S. and Chinese college students. Cluster analysis yielded a hierarchical structure of this lexicon for each culture. The 2 sets of cultural beliefs contained such different notions about learning that there was little overlap, however. The English terms included elaborated conceptions of mental processes, internal learner characteristics, social contexts, and externally existing bodies of knowledge. Most Chinese terms dealt with "seeking knowledge" including personal attitudes, purposes, and action plans for learning. Chinese conceptions also emphasized achievement standards of breadth and depth of knowledge, the unity of knowing and morality, and contributions to society.

Despite much research on human learning, little is known about cultural conceptions of learning. This study examined indigenous conceptions of learning in Chinese. Prototypical methods were employed to collect Chinese learning‐related terms. Cluster analysis yielded a hierarchical structure of this lexicon. Most items centered around the term meaning "heart and mind for wanting to learn," which emphasizes seeking knowledge as a lifelong orientation, diligence, endurance of hardship, steadfastness, and concentration. Such learning aims at achieving breadth and depth of knowledge, its application, the unity of knowing and morality, and contributions to society. Implications for theories and empirical research on learning are discussed.

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