The nature of the relationship between cognitive flexibility and ability to learn prose material differing in cognitive demand was investigated. Ninety-four Ss were administered (1) a prose learning task incorporating subtasks from the first four levels of Bloom's Taxonomy and (2) the PM Scale, a measure of cognitive flexibility. It was hypothesized that cognitively flexible Ss would perform significantly better on the comprehension, application and analysis levels than subjects characterized as less flexible. Performance of flexible and non-flexible Ss was hypothesized to not differ significantly on the knowledge task. Performance of flexible and non-flexible Ss differed significantly (p less than .01) on all four levels of Bloom's Taxonomy. Relationships between PM subscales and cognitive subscales are explored in an initial attempt to "unpack" the observed general relationships. (Author)