Three Domains of Learning:

Cognitive, Affective and

Psychomotor
This categorization is best explained by the Taxonomy of
Learning Domains formulated by a group of researchers led
by Benjamin Bloom along with in 1956. The domains of
learning were first developed and described between1956-
1972. Some 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 was a partner
on the 1956 publication.
⮚ Bloom’s taxonomy is a classification of the different objectives that educators
set for students
⮚ Bloom’s is hierarchical; meaning that learning at the higher levels is
dependent on having attained pre-requisites knowledge and skills at lower
levels.
⮚ Taxonomy means classification of an object or an idea.
⮚ Bloom’s taxonomy is divided into 3 domains
⮚ 1.Congnitive
⮚ 2.Affective
⮚ 3. Psychomotor
A. Cognitive Domain
⮚ contains learning skills predominantly related to mental (thinking)
processes. Learning processes in the cognitive domain include a
hierarchy of skills involving processing information, constructing
understanding, applying knowledge, solving problems, and conducting
research.
⮚ There are six levels of cognitive complexity:
⮚ 1. Knowledge
⮚ 2. Comprehension
⮚ 3. Application
⮚ 4. Analysis
⮚ 5. Synthesis
⮚ 6. Evaluation
1. Knowledge: Knowledge is the ability to recall data and/or information.
Example: A child recites the English alphabet.
2. Comprehension: Comprehension is the ability to understand the meaning of what is known.
Example: A teacher explains a theory in his own words.
3. Application: Application is the ability to utilize an abstraction or to use knowledge in a new
situation.
Example: A nurse intern applies what she learned in her Psychology class when she

talks to patients.
4. Analysis: the ability to differentiate facts and opinions.
Example: A lawyer was able to win over a case after recognizing logical fallacies in
the reasoning of the offender.
5. Synthesis: Synthesis the ability to integrate different elements or concepts in order to form a
sound pattern or structure so a new meaning can be established.
Examples: A therapist combines yoga, biofeedback and support group therapy in
creating a care plan for his patient.
6. Evaluation: Evaluation is the ability to come up with judgments about the importance of
concepts.
Examples: A businessman selects the most efficient way of selling products.
 In the chart shown, the higher the level, the
presumably more complex mental operation is required.
Higher levels are not necessarily more desirable than
lower levels, because one cannot achieve the higher levels
without an ability to use the lower levels. As one moves
up into higher levels, however, the more applicable the
skills are to those needed in daily life. The cognitive
domain contains learning skills predominantly related to
mental (thinking) processes.
Revise Bloom’s Taxonomy
 
1. Remember - describe, name, find, list,relate, write
2. Understand – explain, compare, discuss, predict, outline, restate
3. Apply - complete, use, examine, illustrate, classify, solve
4. Analyze - compare/contrast, examine, explain, identify,
categorize,investigate
5. Evaluate - justify, assess, prioritize, recommend, rate,
decide/choose
6. Create - plan, invent, compose, design, construct, imagine
Activities at Different Levels:

Bloom‟s taxonomy of learning objectives is used to define how well a skill or

competency is learned or mastered. A fuller description of Bloom‟s taxonomy is given
in the following pages but a brief summary of the activities associated with each level
is given below:
1. At Knowledge Level of Learning a student can define terms.
2. At Comprehension Level of Learning a student can work assigned
problems and an example what they did.
3. At Application Level of Learning a student recognizes what methods to
use and then use the methods to solve problems.
4. At Analysis Level of Learning a student can explain why the solution
process works.
5. At Synthesis Level of Learning a student can combine the part of a
process in new and useful ways.
6. At Evaluation Level of Learning a student can create a variety of ways to
solve the problem and then ,based on established criteria, select the
solution method best suited for the problem.
► B. Affective Domain

► involves our feelings, emotions and attitudes. The affective domain involves our
feelings, emotions, and attitudes.
► includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes.
► This domain is categorized into 5 sub-domains, which include:
► (1). Receiving
► (2) Responding
► (3) Valuing
► (4) Organization
► (5) Characterization
1. Receiving Phenomena: The receiving is the awareness of feelings, emotions, and the ability to utilize
selected attention.
Example: Listening attentively to a friend. Listening attentively to someone;
watching a movie, listening to a lecture; watching waves crash on the
sand.
2. Responding to Phenomena: Responding is active participation of the learner.
Example: Participating in a group discussion. Having a conversation;
participating in a group discussion, giving a presentation, complying
with procedures, or following directions.
3. Valuing: Valuing is the ability to see the worth of something and express it. Valuing is concerned with the
worth you attach to a particular object, phenomenon, behavior, or piece of information. This
level ranges from simple acceptance to the more complex state of commitment. Simpler
acceptance may include your desire for a team to improve its skills, while more complex level of
commitment may include taking responsibly for the overall improvement of the team.
Examples: Proposing a plan to improve team skills, supporting ideas to increase proficiency,
or informing woman not for her looks but for what she is.
4. Organization: ability to prioritize a value over another and create a unique value system.
Example: A teenager spends more time in her studies than with her boyfriend.
5. Characterization: the ability to internalize values and let them control the person`s behaviour.
Example: A man marries a woman not for her looks but for what she is.
 This domain forms a hierarchical structure and is arranged from
simpler feelings to those that are more complex. This hierarchical structure
is based on the principle of internalization. Internalization refers to the
process whereby your affect toward something goes from a general
awareness level to a point where the affect is internalized and consistently
guides or controls your behavior. Therefore, with movement to more
complexity, you become more involved, committed, and internally
motivated.
► C. Psychomotor Domain
► are those specific to discreet physical functions, reflex actions and
interpretive movements.
► 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.
 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. The psychomotor domain is comprised of utilizing motor
skills and coordinating them. The seven categories under this include:
1. Perception: the ability to apply sensory information to motor activity.
Example: A cook adjusts the heat of stove to achieve the right temperature of the dish.
2. Set: the readiness to act.
Example: An obese person displays motivation in performing planned exercise.
3. Guided Response: the ability to imitate a displayed behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
4. Mechanism: the ability to convert learned responses into habitual actions with proficiency and
confidence.
Example: A mother was able to cook a delicious meal after practicing how to cook it.
5. Complex Overt Response: the ability to skillfully perform complex patterns of actions.
Example: Typing a report on a computer without looking at the keyboard.
6. Adaptation: the ability to modify learned skills to meet special events.
Example: A designer uses plastic bottles to create a dress.
7. Origination: creating new movement patterns for a specific situation.
Example: A choreographer creates a new dance routine.