Three Domains of Learning – Cognitive, Affective,

Psychomotor
What are the differences between the three domains of learning? What are
the cognitive, affective, and psychomotor taxonomies?
©Leslie Owen Wilson all rights reserved

There are three main domains of learning and all teachers should know about them and
use them to construct lessons. These domains of learning are the cognitive (thinking), the
affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and
each one of these 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
cognitive domain had a major revision in 2000-01. 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.

 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. If you are searching the internet for more information on domains of
learning, please be sure the sources you find are offering readers information that includes
the most recent revisions. Here I have included both the original cognitive domain, and I
have also attached it to the newer, 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 of learning in constructing educational tasks. This
diversity helps create more well-rounded learning experiences and meets a number of
learning styles and learning modalities. Mixing domains of learning and using more diversity
in delivering lessons also helps students create more neural networks and pathways thus
aiding their retention and 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 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 1. Remembering: Recognizing or recalling knowledge

learned material. Examples of verbs that relate to this function from memory. Remembering is when memory is used to
are: produce or retrieve definitions, facts, or lists, or to recite
previously learned information.

know identify define recall record name

relate list memorize recognize
repeat acquire

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 types of functions be they written or graphic messages, or
are: activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.

restate locate identify discuss illustrate

report recognize describe discuss interpret draw
explain express review infer represent
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 executing, or implementing. Applying relates to or refers
of verbs that relate to this function are: to situations where learned material is used through
products like models, presentations, interviews or
simulations.

apply relate organize employ practice

develop restructure calculate show
translate use interpret exhibit
operate demonstrate dramatize
illustrate

4. Analysis: The ability to break down or distinguish the 4. Analyzing: Breaking materials or concepts into parts,
parts of material into its components so that its organizational determining how the parts relate to one another or how
structure may be better understood.Examples of verbs that they interrelate, or how the parts relate to an overall
relate to this function are: structure or purpose. Mental actions included in this
function are differentiating, organizing, and
attributing, as well as being able to distinguish
between the components or parts. When one is analyzing,
analyze compare differentiate experiment he/she can illustrate this mental function by creating
probe inquire contrast scrutinize spreadsheets, surveys, charts, or diagrams, or graphic
examine contrast investigate detect discover inspect representations.
categorize survey classify dissect
deduce discriminate
separate

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 standards through checking and critiquing. Critiques,
Bloom’s synthesis becomes creating and becomes the last and recommendations, and reports are some of the products
most complex cognitive function. Examples of verbs that that can be created to demonstrate the processes of
relate to the synthesis function are: evaluation. In the newer taxonomy, evaluating comes
before creating as it is often a necessary part of the
precursory behavior before one creates something.

compose produce plan invent propose develop

design assemble formulate collect arrange construct
create prepare set up generalize organize
predict modify document originate derive
tell combine relate write propose

6. Evaluation: The ability to judge, check, and even critique 6. Creating: Putting elements together to form a
the value of material for a given purpose. This function goes coherent or functional whole; reorganizing elements into
to #5 in the revised version of Bloom’s. Examples of verbs a new pattern or structure through generating, planning,
that relate to evaluation are: or producing. Creating requires users to put parts together
in a new way, or synthesize parts into something new and
different thus creating a new form or product. This
process is the most difficult mental function in the new
judge assess argue decide validate consider taxonomy.
compare evaluate choose rate select appraise value
conclude estimate criticize infer
measure 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 (and social/emotional
learning and skills). 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 pursue attend

experience 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 contribute enjoy

cooperate 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.

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.

In examining the three domains of learning it is interesting to note that while the cognitive
taxonomy was described in 1956, and the affective in 1964, the psychomotor domain was
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.

**Remember that the trick in effectively planning lessons — there has to

be the intention for growth specifically in the selected domain area! Learning
takes place in ALL three domains of learning and wise teachers combine
domains so that lessons and learning are more holistic and multidimensional.
The following page and PPT AGO2 illustrate how you can use all three domains to create
more holistic learning experiences.

Holistic Lesson Plans using all 3 Domains

The following plans were created by my undergraduate students between 2002-2008. Even
if they are not in a subject area you are interested in, the format can serve as a prototype.

1. Holistic Plan 1
2. Holistic Plan 2
3. Holistic Plan 3
4. Holistic Plan 4
5. Holistic Plan 5
6.

S.M.A.R.T. Objectives
The establishment of all objectives should be created using the Specific, Measurable
w/Measurement, Achievable, Relevant, Time-Oriented (S.M.A.R.T.) philosophy. What
do we mean by a S.M.A.R.T. objective? S.M.A.R.T. is an acronym that is used to guide the
development of measurable goals.

Each objective should be:

Specific

Specific answers the questions "what is to be done?" "How will you know it is done?"
and describes the results (end product) of the work to be done. The description
is written in such a way that anyone reading the objective will most likely interpret it the
same way. To ensure that an objective is specific is to make sure that the way it is
described is observable. Observable means that somebody can see or hear (physically
observe) someone doing something.
Measurable w/Measurement

Measurable w/Measurement answers the question "how will you know it meets
expectations?" and defines the objective using assessable terms (quantity, quality,
frequency, costs, deadlines, etc.). It refers to the extent to which something can be
evaluated against some standard. An objective with a quantity measurement uses terms
of amount, percentages, etc. A frequency measurement could be daily, weekly, 1 in 3. An
objective with a quality measurement would describe a requirement in terms of
accuracy, format, within university guidelines.

Achievable

Achievable answers the questions "can the person do it?"

 "Can the measurable objective be achieved by the person?"

 "Does he/she have the experience, knowledge or capability of fulfilling the
expectation?"

It also answers the question "Can it be done giving the time frame, opportunity and
resources?" These items should be included in the SMART objective if they will be a
factor in the achievement.

Relevant

Relevant answers to the questions, "should it be done?", "why?" and "what will be the
impact?" Is the objective aligned with the S/C/D's implementation plan and the
university's strategic plan?

Time-oriented

Time-oriented answers the question, "when will it be done?" It refers to the fact that an
objective has endpoints and checkpoints built into it. Sometimes a task may only have
an endpoint or due date. Sometimes that endpoint or due date is the actual end of the
task, or sometimes the endpoint of one task is the start point of another. Sometimes a
task has several milestones or checkpoints to help you or others assess how well
something is going before it is finished so that corrections or modifications can be
made as needed to make sure the end result meets expectations. Other times, an
employee's style is such that the due dates or milestones are there to create a sense of
urgency that helps them to get something finished.
 A Semi- Detailed Lesson Plan
in English VIII

I. Objectives

At the end of the period, the students are able to:

a. recognize the different functions of conditional sentences;

b. construct sentences using conditionals; and
c. value the importance of good decision making through a composition writing.

II. Subject Matter

a. Topic: Conditional Statements
b. Reference: Grade 8 Learning Module; pages 42- 43
c. Materials: Chart, pictures, strips of paper
d. Values Integration:

III. Procedure
A. Preparation
 Prayer
 Greetings and Checking of Attendance
 Motivation
The teacher prepares rolled strips of colored papers. Instructions are given.
Students are to follow whatever is indicated in the papers.
If you get a yellow strip of paper, you need to act/perform what is indicated
in the paper.
If you get a red paper, you can let someone perform/act for you.
If you receive a blue strip of paper, you need to answer the question
provided in the paper.
B. Presentation
1. Recall the instructions given by the teacher. What have you observed in the
sentences?

2. What are some similarities among the sentences?

3. How do you express conditions?
C. Discussion
Conditional Sentences
- expresses condition and its result
3 Types of Conditional Statements
1. Open Conditional Statement- refers to a future event which is conditional on
another future event
Ex. If you eat too much, you’ll get fatter.

2. Open hypothetical Conditional Statement- refers to a possible future

situation which depends on another possible future situation.
Ex. If you ate too much, you would get fatter.

3. Unfulfilled hypotheses- refers to a situation which an event might have

taken place, but did not, because a condition was not fulfilled.
Ex. If you had eaten too much, you would have got fatter.
D. Application
The Group will be divided into 2.
1st Group
Comic Strip Advice
Materials: Worksheet
Procedure: The teacher distributes the copies of the comic strip Cathy to each
group.
After they read the comic strip, the groups need to work together to complete the
if- clauses. They can use the information provided by the mother in the strip or
just make a logical ending.
 Examples: Cathy says: If only I weren’t so fat.
Student’s results: I could wear my new dress.
I would feel better.

E. Generalization
1. What are conditional sentences?
2. What are the 3 types of conditional sentences? What are its functions?

IV. Evaluation
Complete the following sentences with an appropriate result or if-clause.
1. I can go shopping to the Mall of Asia this weekend if ________________.
2. If I have time _______________________.
3. I could have gone to Boracay last year if _____________.
4. If I met my old friends, I _______________.
5. _________________if I won the lottery.

V. Assignment
Have you had any regrets in your life? Shortcomings which could have been
avoided?
For your assignment, write a short paragraph on the importance of proper decision
making. Apply your knowledge on the different types of conditional sentences.

Prepared by
Carol Joy C. Elvinia