Domains of Learning

Cognitive, Affective, and Psychomotor

Cognitive
The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific
facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories,
which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of
difficulties. That is, the first one must be mastered before the next one can take place.

Category Example and Key Words

Knowledge: Example activities: Multiple-choice test, recount facts or statistics, recall a process, rules,
Recall data or information. definitions; quote law or procedure.

Key Words: arrange, define, describe, identify, know, label, list, match, memorize, name, outline,
recall, recognize, relate, reproduce, select, state.

Comprehension: Example activities: Explain or interpret meaning from a given scenario or statement, suggest
Understand the meaning, treatment, reaction, or solution to given problem, create examples or metaphors.
translation, interpolation, and Key Words: classify, comprehend, convert, critique, defend, discuss, distinguish, estimate,
interpretation of instructions and explain, extend, generalize, give examples, illustrate, infer, interpret, paraphrase, predict,
problems. State a problem in reference, reiterate, report, reword, rewrite, review, summarize, theorize, translate.
one's own words.

Application: Example activities: Put a theory into practical effect, demonstrate, solve a problem, manage an
Use a concept in a new situation activity
or unprompted use of an Key Words: apply, change, compute, conduct, construct, demonstrate, discover, execute,
abstraction. Applies what was implement, manage, manipulate, modify, operate, perform, predict, prepare, produce, react,
learned in the classroom into relate, respond, role-play, show, solve, use.
novel situations in the work place.

Analysis: Example activities: Identify constituent parts and functions of a process or concept, or
Separates material or concepts deconstruct a methodology or process, making qualitative assessment of elements,
into component parts so that its relationships, values, and effects; measure requirements or needs.
organizational structure and Key Words: analyze, break down, catalogue, compare, contrast, deconstruct, diagram,
internal relationships may be differentiate, discriminate, distinguish, divide, examine, experiment, extrapolate, graph, identify,
understood. Distinguishes illustrate, infer, measure, outline, plot, quantify, relate, select, separate, test, value.
between facts and inferences.

Synthesis: Example activities: Develop plans or procedures, design solutions, integrate methods, resources,
Builds a structure or pattern from ideas, parts; create teams or new approaches, write protocols or contingencies.
diverse elements. Put parts Key Words: assemble, build, categorize, combine, compile, compose, create, devise, design,
together to form a whole, with develop, establish, explain, formulate, generate, integrate, modify, organize, plan, propose,
emphasis on creating a new rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write.
meaning or structure. Creative
thinking.

Evaluation: Example activities: Review strategic options or plans in terms of efficacy, return on investment,
Make judgments about the value practicality; assess sustainability; perform SWOT analysis in relation to alternatives; calculate
of ideas or materials in relation to the effects of a plan or strategy; perform a detailed and costed risk analysis with
outputs, efficacy and viability. recommendations and justifications
Critical thinking. Key Words: appraise, argue, assess, compare, conclude, contrast, criticize, critique, defend,
describe, direct, discriminate, evaluate, explain, interpret, investigate, justify, present a case for,
project-manage, relate, report on, review, summarize, support.
Affective
This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words

Receiving Phenomena: Example activities: Listen to teacher or trainer, take interest in session or learning experience,
Awareness, willingness to hear, take notes, turn up, make time for learning experience, participate passively
selected attention.
Key Words: acknowledge, ask, attend, be open to, choose, concentrate, describe, discuss, do,
feel, follow, focus, gives, hear, hold, identify, listen, locate, name, point to, read, select, sits
erect, reply, retain, take part, use.

Responding to Phenomena: Example activities: Active participation in group discussions and activities, interest in
Active participation on the part of outcomes, enthusiasm for action, give a presentation, questions new ideals, concepts,
the learners. Learning outcomes models, etc. in order to fully understand them, suggest interpretation.
may emphasize compliance in
responding, willingness to respond, Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels,
or satisfaction in responding
(motivation). performs, practices, presents, reads, recites, reports, selects, tells, writes.

Valuing: Example activities: Decide worth and relevance of ideas, experiences; accept or commit to
The worth or value a person particular stance or action.
attaches to a particular object,
phenomenon, or behavior. Ranges Key Words: argue, challenge, complete, confront, criticize, debate, demonstrate, differentiate,
from simple acceptance to the more explain, follow, form, initiate, invite, join, justify, persuade, propose, read, refute, report,
complex state of commitment. Clues
to internalized values are expressed select, share, study, work.
in the learner’s behavior and are
often identifiable.

Organization: Example activities: Qualify and quantify personal views, state personal position and reasons,
Organizes values into priorities by state beliefs; recognize the need for balance between freedom and responsible
contrasting different values, behavior; accept responsibility for one’s behavior; prioritizes time effectively to meet needs.
resolving conflicts between them,
and creating a unique value Key Words: adhere, alter, arrange, build, combine, compare, complete, contrast, defend,
system. The emphasis is on
comparing, relating, and develop, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
synthesizing values. prioritize, reconcile, relate, synthesize.

Internalizing values Example activities: Show self-reliance when working independently; behave consistently with
(characterization): personal value set; cooperate in group activities; use an objective approach in problem
Has a value system that controls solving; revise judgments and change behavior in light of new evidence.
their behavior. The behavior is
pervasive, consistent, predictable, Key Words: act, discriminate, display, influence, listen, modify, perform, practice, propose,
and most importantly, characteristic qualify, question, revise, serve, solve, verify.
of the learner. Instructional
objectives are concerned with the
student's general patterns of
adjustment (personal, social,
emotional).
Psychomotor
The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major
categories are listed from the simplest behavior to the most complex:

Category Example and Key Words

Perception: Example activities: Detect non-verbal communication cues; estimate cause and effect of
The ability to use sensory cues to movements, actions, physical changes.
guide motor activity. This ranges Key Words: choose, describe, detect, differentiate, distinguish, identify, isolate, relate, select.
from sensory stimulation, through
cue selection, to translation.

Set: Examples: Know and act upon a sequence of steps in a process. Recognize one’s abilities
Readiness to act. It includes mental, and limitations. Show desire to learn a new process (motivation).
physical, and emotional sets. These NOTE: This subdivision of Psychomotor is closely related with the "Responding to phenomena"
three sets are dispositions that subdivision of the Affective domain.
predetermine a person’s response
to different situations. Key Words: begin, display, explain, move, proceed, react, show, state, volunteer.

Guided Response: Example activities: Perform a mathematical equation as demonstrated; follow instructions to
The early stages in learning a build a model; respond to hand-signals of instructor while learning a skill; watch teacher or
complex skill that includes imitation trainer and repeat action, process, or activity
and trial and error. Adequacy of Key Words: adhere, copy, trace, follow, react, replicate, repeat, reproduce, respond
performance is achieved by
practicing.

Mechanism: Example activities: Perform a task or activity with expertise and to high quality without
This is the intermediate stage in assistance or instruction; able to demonstrate an activity to other learners.
learning a complex skill. Learned Key Words: assemble, calibrate, complete, construct, control, demonstrate, dismantle,
responses have become habitual display, fasten, fix, grind, heat, manipulate, measure, mend, mix, organize, perfect, show,
and the movements can be sketch.
performed with some confidence
and proficiency.

Complex Overt Response: Example activities: Maneuver a car into a tight parallel parking spot; operate a computer
The skillful performance of motor quickly and accurately; display competence while playing the piano.
acts that involve complex movement Key Words: assemble, calibrate, complete, construct, control, demonstrate, dismantle,
patterns. Proficiency is indicated by display, fasten, fix, grind, heat, manipulate, measure, mend, mix, organize, perfect, show,
a quick, accurate, and highly sketch.
coordinated performance, requiring
a minimum of energy. Includes NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that
performing without hesitation and indicate that the performance is quicker, better, more accurate, etc.
automatic performance.

Adaptation: Example activities: Relate and combine associated activities to develop methods to meet
Skills are well developed and the varying, novel requirements; respond effectively to unexpected experiences; modify
individual can modify movement instruction to meet the needs of the learners; perform a task with a machine that it was not
patterns to fit special requirements. originally intended to do.
Key Words: adapt, alter, change, combine, construct, coordinate, develop, formulate,
integrate, master, modify, rearrange, reorganize, revise, solve, vary.

Origination: Examples activities: Construct a new theory; develops a new and comprehensive training
Creating new movement patterns to programming; creates a new gymnastic routine.
fit a particular situation or specific Key Words: arrange, build, combine, compose, construct, create, design, initiate, make,
problem. Learning outcomes originate.
emphasize creativity based upon
highly developed skills.
Appendix: Objective Verbs
Cognitive Domain
analyze argue arrange assemble build catalogue change
classify combine compare compose construct convert critique
design develop devise diagram differentiate direct discover
distinguish divide establish evaluate examine experiment explain
formulate generalize generate graph implement infer integrate
manipulate measure name operate organize outline paraphrase
perform plot prepare present a case for project-manage propose quantify
react rearrange recall reference reiterate relate report
reproduce respond revise rewrite role-play select separate
solve state test theorize translate value write

Affective Domain
act adhere aid alter answer arrange ask
assist choose compare complete comply conform defend
demonstrate describe differentiate discriminate discuss display erect
explain follow form formulate generalize give greet
help hold identify influence initiate integrate invite
join justify label listen locate modify name
order organize perform point to practice prepare present
propose qualify question read recite relate reply
report revise select serve share sit solve
study synthesize tell use work write

Psychomotor Domain
adapt adhere adjust alter arrange assemble begin
bend build calibrate catch change choose combine
complete compose construct control coordinate copy craft
create demonstrate describe design detect develop differentiate
dismantle display drive endure exceed execute explain
explore fasten feel fix follow formulate get set
grasp grind handle hear heat identify imitate
implement improve increase initiate integrate invent isolate
juggle maintain make manage manipulate master measure
mend mimic mix modify move notice observe
operate organize originate perfect perform practice prepare
proceed project-manage reach react rearrange recognize re-create
re-design reenact relate relax reorganize repeat replicate
reproduce respond revise select shape shorten show
sketch solve specify stand state stretch teach
throw touch trace trouble-shoot try vary volunteer
walk write
Information retrieved from the following web sites:

http://www.coastal.edu/cetl/IDP%20presentation%20materials/three%20domains.pdf

http://www.nwlink.com/~donclark/hrd/bloom.html

1. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive

Domain. New York: David McKay Co Inc.

2. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational

Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New
York: David McKay Co., Inc.

3. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor

Domain. Washington, DC: Gryphon House.

4. Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.)

Educational Innovators Press.

5. Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing

behavioral objectives. New York: David McKay.

http://en.wikiversity.org/wiki/Introduction_to_the_Psychomotor_Behaviors

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm