In this study, a descriptive quantitative methodology for categorical data analysis that works well with small samples was used to investigate whether Chinese students' conceptions of learning included memorisation as an integral part of understanding, as suggested by phenomenographic studies. Twenty-five Chinese students attending the B. Ed. programme at the University of Hong Kong were asked to rank order six conceptions of learning. Results revealed an interesting multidimensional structure, suggesting that memorislng was seen as clearly distinct from knowledge and understanding. Contrasting conceptions of learning (such as memorisation vs changing as a person) were identified, similar to the previous distinction made between conceptions lacking, or being concerned with, constitutive meaning. These findings suggest multidimensional aspects to conceptions of learning for Chinese students that extend the notion of memorisation-understanding relations. Further inquiry in the areas of context, awareness, and types of memorisation would shed light on Chinese students' conceptions of learning. It is suggested that quantitative methodologies ideally suited to categorical data analysis with small samples could be used to supplement the results of qualitative phenomenographic methodologies on student conceptions of learning. [Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410303231 ]
