An overview of the research on the cognitive effects of higher education is presented. It is suggested that studies exist on three levels: (1) measurement of the increment of specific factual knowledge; (2) understanding the basic concepts in a certain area, studied by qualitative analysis; and (3) the development of awareness of the nature of scientific knowledge. Topics include the following: students' knowledge outside their major field of study; the long-term retention of course material; students' developing conceptions of knowledge (Perry, 1968); students' views on biological evolution (Brumby, 1979); students' conceptions of everyday economic phenomena such as prices, wages, and inflation (Dahlgren, 1978); and dimensions of cognitive functioning (communication, analytic thinking, synthesizing ability, awareness) (Warren, 1976, 1978). (SW)