Three domains of learning –

What are the differences between the cognitive, affective, and psychomotor taxonomies?

There are three main domains of learning and all teachers should know about them and use
them to construct lessons. These domains are cognitive (thinking), affective (emotion/feeling),
and psychomotor (physical/kinesthetic). Each domain on this page has a taxonomy associated
with it. Taxonomy is simply a word for a classification. All of the taxonomies below are
arranged so that they proceed from the simplest to more complex levels.

The domains of learning were first developed and described between 1956-1972. The ones
discussed here are usually attributed to their primary author, even though the actual development
may have had more authors in its formal, complete citation (see full citations below). Some web
references attribute all of the domains to Benjamin Bloom which is simply not true. While
Bloom was involved in describing both the cognitive and the affective domains, he appeared as
first author on the cognitive domain. As a result this bore his name for years and was commonly
known among educators as Bloom’s Taxonomy even though his colleague David Krathwohl also
a partner on the 1956 publication. When publishing the description of the affective domain in
1964 Krathwohl was named as first author, but Bloom also worked on developing this work.
Krathwohl’s involvement in the development of the cognitive domain will be become important
when you look at the authors of the 2001 revisions to this taxonomy.

Three domains of learning

 Benjamin Bloom (Cognitive Domain),

 David Krathwohl (Affective Domain), and
 Anita Harrow (Psychomotor Domain).

Many veteran teachers are totally unaware that the cognitive/thinking domain had major
revisions in 2000/01. Here I have included both the original cognitive domain, and I have also
attached it to the newly revised version so that users can see the differences. The newer version
of Bloom’s Taxonomy of Learning has a number of added features that can be very useful to
educators as they try to construct optimal learning experiences. I hope readers will explore the
differences and additions through the links provided on this page.

Also, when possible, I believe teachers should attempt to construct more holistic lessons
by using all 3 domains in constructing learning tasks. This diversity helps to create more well-
rounded learning experiences and meets a number of learning styles and learning modalities.
 Using more diversity in delivering lessons also helps students create more neural networks and
pathways thus aiding recall.

The Original Cognitive or Thinking Domain –

Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that dealt
with cognition could be divided into subsets. These subsets were arranged into a taxonomy and
listed according to the cognitive difficulty — simpler to more complex forms. In 2000-01
revisions to the cognitive taxonomy were spearheaded by one of Bloom’s former students, Lorin
Anderson, and Bloom’s original partner in defining and publishing the cognitive domain, David
Krathwohl. Please see my page entitled Anderson and Krathwohl – Bloom’s
Taxonomy Revised for further details.

Remember while it is good to understand the history of the older version of this domain, the
newer version has a number of strong advantages that make it a better choice for planning
instruction today. One of the major changes that occurred between the old and the newer
updated version is that the two highest forms of cognition have been reversed. In the older
version the listing from simple to most complex functions was ordered as knowledge,
comprehension, application, analysis, synthesis, and evaluation. In the newer version the steps
change to verbs and are arranged as knowing, understanding, applying, analyzing, evaluating,
and the last and highest function, creating.

Taxonomies of the Cognitive Domain

Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

1. Knowledge: Remembering or retrieving previously learned 1. Remembering: Recognizing or recalling knowledge from
material. Examples of verbs that relate to this function are: memory. Remembering is when memory is used to produce
know identify define recall record name or retrieve definitions, facts, or lists, or to recite previously
relate list memorize repeat recognize acquire learned information.
2. Comprehension: The ability to grasp or construct meaning 2. Understanding: Constructing meaning from different
from material. Examples of verbs that relate to this function are: types of functions be they written or graphic messages, or
restate locate report identify discuss illustrate interpret activities like interpreting, exemplifying, classifying,
recognize explain describe discuss draw represent summarizing, inferring, comparing, or explaining.
express review infer differentiate
conclude
3. Application: The ability to use learned material, or to 3. Applying: Carrying out or using a procedure through
implement material in new and concrete situations. Examples of executing, or implementing. Applying relates to or refers to
verbs that relate to this function are: situations where learned material is used through products
apply relate organize employ practice calculate like models, presentations, interviews or simulations.
develop translate restructure interpret show exhibit
use operate demonstrate illustrate dramatize
4. Analysis: The ability to break down or distinguish the parts 4. Analyzing: Breaking materials or concepts into parts,
of material into its components so that its organizational determining how the parts relate to one another or how they
structure may be better understood.Examples of verbs that relate interrelate, or how the parts relate to an overall structure or
to this function are: purpose. Mental actions included in this function are
analyze compare differentiate experiment differentiating, organizing, and attributing, as well as being
probe inquire contrast investigate scrutinize discover able to distinguish between the components or parts. When
examine contrast detect survey inspect dissect one is analyzing, he/she can illustrate this mental function by
categorize classify deduce discriminate creating spreadsheets, surveys, charts, or diagrams, or
separate graphic representations.
5. Synthesis: The ability to put parts together to form a 5. Evaluating: Making judgments based on criteria and
coherent or unique new whole. In the revised version of Bloom’s standards through checking and critiquing. Critiques,
synthesis becomes creating and becomes the last and most recommendations, and reports are some of the products that
complex cognitive function. Examples of verbs that relate to the can be created to demonstrate the processes of evaluation. In
synthesis function are: the newer taxonomy, evaluating comes before creating as it
compose produce plan invent propose develop is often a necessary part of the precursory behavior before
design assemble formulate collect set arrange construct one creates something.
create prepare up generalize organize originate
predict modify tell document combine derive write propose
relate
6. Evaluation: The ability to judge, check, and even critique the 6. Creating: Putting elements together to form a coherent or
value of material for a given purpose. This function goes to #5 in functional whole; reorganizing elements into a new pattern or
the revised version of Bloom’s. Examples of verbs that relate to structure through generating, planning, or
evaluation are: producing. Creating requires users to put parts together in a
judge assess argue decide choose validate consider new way, or synthesize parts into something new and
compare evaluate rate select estimate appraise value different thus creating a new form or product. This process
conclude measure criticize infer is the most difficult mental function in the new taxonomy.
deduce

Table 1.1 – (Wilson, L.O. 2001) – Bloom vs. Anderson/Krathwohl revisions

Additional Resources: There are many different types of graphics cleverly depicting the new
versions that can be printed and readily used as everyday references during instructional
planning. In a search engine like Google enter “revised Bloom’s taxonomy” and view the
“images” portion of the search to find many different types of colorful and useful graphics on
this topic.

The Affective or Feeling Domain:

Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to
Krathwohl). This area is concerned with feelings or emotions. Again, the taxonomy is arranged
from simpler feelings to those that are more complex. This domain was first described in 1964
and as noted before is attributed to David Krathwohl as the primary author.

1. Receiving

This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to
receive, or selected attention.
feel sense capture experience pursue attend perceive

2. Responding

This refers to the learners’ active attention to stimuli and his/her motivation to learn –
acquiescence, willing responses, or feelings of satisfaction.

conform allow cooperate contribute enjoy satisfy

3. Valuing

This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or
commitment. An acceptance, preference, or commitment to a value.

believe seek justify respect search persuade

4. Organization

This refers to the learner’s internalization of values and beliefs involving (1) the
conceptualization of values; and (2) the organization of a value system. As values or beliefs
become internalized, the leaner organizes them according to priority.

examine clarify systematize create integrate

5. Characterization – the Internalization of values

This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a
generalized set of values; and (2) a characterization or a philosophy about life. At this level the
learner is capable of practicing and acting on their values or beliefs.

internalize review conclude resolve judge

Based on:

Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives,

Book II. Affective domain. New York, NY. David McKay Company, Inc.

Note: As with all of the taxonomies, in labeling objectives using this domain there has to be a
very clear instructional intention for growth in this area specified in the learning
objective(s). Folks in the sciences and in math often avoid including affective objectives stating
that their areas are not emotional. However, any group work or cooperative exercise where
deportment, or collaborative or cooperative skills are discussed, used, and emphasized qualifies
as having the potential for affective growth. Additionally, if students are asked to challenge
themselves with independently taking risks to develop and present a hypothesis and/or persuade
others on drawn conclusions, or actively take an intellectual risk whereby they increase in self-
confidence, these types of exercises also have the potential to be affective as well as a
cognitive. Also, in areas of potential debate, where data allows students to draw conclusions
about controversial topics or express opinions and feelings on those topics, this too can be
tweaked so there is intentional affective growth. Since emotion draws both attention and
channels strong residual memory, it behooves all dedicated and artful educators to include
affective objectives, no matter what their discipline or area of study.

Category Example and Key Words (verbs)

Examples: Listen to others with respect.

Listen for and remember the name of newly
introduced people.
Receiving Phenomena: Awareness, willingness
to hear, selected attention.
Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,
understands

Examples: Participates in class discussions.

Gives a presentation. Questions new ideals,
Responds to Phenomena: Active participation
concepts, models, etc. in order to fully
on the part of the learners. Attend and react to a
understand them. Know the safety rules and
particular phenomenon. Learning outcomes may
practice them.
emphasize compliance in responding,
willingness to respond, or satisfaction in
Key Words: answers, assists, aids, complies,
responding (motivation).
conforms, discusses, greets, helps, labels,
performs, presents, tells

Examples: Demonstrates belief in the

democratic process. Is sensitive towards
Valuing: The worth or value a person attaches individual and cultural differences (value
to a particular object, phenomenon, or diversity). Shows the ability to solve
behavior. This ranges from simple acceptance to problems. Proposes a plan to social
the more complex state of commitment. Valuing improvement and follows through with
is based on the internalization of a set of commitment. Informs management on
specified values, while clues to these values are matters that one feels strongly about.
expressed in the learner's overt behavior and are
often identifiable. Key Words: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins, justifies,
proposes, respect, shares

Examples: Recognizes the need for balance

Organization: Organizes values into priorities
between freedom and responsible behavior.
by contrasting different values, resolving
Explains the role of systematic planning in
conflicts between them, and creating an unique
solving problems. Accepts professional
value system. The emphasis is on comparing,
ethical standards. Creates a life plan in
relating, and synthesizing values.
harmony with abilities, interests, and beliefs.
 Prioritizes time effectively to meet the needs
of the organization, family, and self.

Key Words: compares, relates, synthesizes

Examples: Shows self-reliance when

working independently. Cooperates in group
activities (displays teamwork). Uses an
Internalizes Values (characterization): Has a objective approach in problem solving.
value system that controls their behavior. The Displays a professional commitment to
behavior is pervasive, consistent, predictable, ethical practice on a daily basis. Revises
and most important characteristic of the learner. judgments and changes behavior in light of
Instructional objectives are concerned with the new evidence. Values people for what they
student's general patterns of adjustment are, not how they look.
(personal, social, emotional).
Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies

The Psychomotor or Kinesthetic Domain

Psychomotor objectives are those specific to discreet physical functions, reflex actions and
interpretive movements. Traditionally, these types of objectives are concerned with the
physically encoding of information, with movement and/or with activities where the gross and
fine muscles are used for expressing or interpreting information or concepts. This area also refers
to natural, autonomic responses or reflexes.

It is interesting to note that while the cognitive taxonomy was described in 1956, and the
affective in 1964, the psychomotor domain were not fully described until the 1970s. And while I
have chosen to use the work of Anita Harrow here, there are actually two other psychomotor
taxonomies to choose from — one from E. J. Simpson (1972) and the other from R.H. Dave
(1970). See full citations and hyperlink below.

As stated earlier, to avoid confusion, if the activity is simply something that is physical which
supports another area — affective or cognitive — term the objective physical rather than
psychomotor. Again, this goes to instructional intent. A primary example of something physical
which supports specific cognitive development and skills might be looking through a
microscope, and then identifying and drawing cells. Here the instructional intent of this common
scientific activity is not to develop specific skilled proficiency in microscope viewing or in
reproducing cells through drawing. Usually the key intent in this activity is that a physical action
supports or is a vehicle for cognitive growth and furthering recognition skills. The learner is
using the physical action to achieve the cognitive objectives — identify, recognize, and
differentiate varied types of cells.

If you are using a physical activity to support a cognitive or affective function, simply label it as
something physical (labeling the objective as kinesthetic, haptic, or tactile is also acceptable) and
avoid the term psychomotor. Rather labeling something psychomotor means there is a very clear
educational intention for growth to occur in the psychomotor/kinesthetic domain.

Certainly more complex learning objectives can be written so that they that meld 2 or 3 domains.
For instance, students can gain appreciation (an affective objective) for the culture or country of
origin through conducting investigations or listening to stories while learning the dances from
other countries. Learning dance steps would fall under “skilled movements” in the psychomotor
domain.

(Terms in this area based on Anita Harrow’s taxonomy).

Reflex movements

Objectives at this level include reflexes that involve one segmental or reflexes of the spine and
movements that may involve more than one segmented portion of the spine as intersegmental
reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either
present at birth or emerging through maturation.

Fundamental movements

Objectives in this area refer to skills or movements or behaviors related to walking, running,
jumping, pushing, pulling and manipulating. They are often components for more complex
actions.

Perceptual abilities

Objectives in this area should address skills related to kinesthetic (bodily movements), visual,
auditory, tactile (touch), or coordination abilities as they are related to the ability to take in
information from the environment and react.

Physical abilities

Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-
response time or dexterity.

Skilled movements

Objectives in this area refer to skills and movements that must be learned for games, sports,
dances, performances, or for the arts.

Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial
expressions, and/or creative movements like those in mime or ballet. These movements refer to
interpretative movements that communicate meaning without the aid of verbal commands or
help.