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Three Domains of Learning: Cognitive, Affective and Psychomotor
Three Domains of Learning: Cognitive, Affective and Psychomotor
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Abstract
The domains of learning can be categorized as cognitive domain (knowledge),
psychomotor domain (skills) and affective domain (attitudes). 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 between 1956-1972. 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.
Introduction
Learning is everywhere. We can learn mental skills, develop our attitudes and acquire
new physical skills as we perform the activities of our daily living. Learning is not an event.
It is a process. It is the continual growth and change in the brain's architecture that results
from the many ways we take in information, process it, connect it, catalogue it, and use it
(and sometimes get rid of it). Learning can generally be categorized into three domains:
cognitive, affective, and psychomotor. Within each domain are multiple levels of learning
that progress from more basic, surface-level learning to more complex, deeper-level learning.
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.
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. 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 (1975).
1
Dr. Md. Enamul Hoque is Director at Educational and Development Research Council (EDRC),
Dhaka, Bangladesh. He is a curriculum Developer and Teacher Trainer.
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
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A. Cognitive Domain
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________
The cognitive domain involves the development of our mental skills and the acquisition of
knowledge. The six categories under this domain are:
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________
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:
Teachers and learners need to understand the hierarchy of processes and skills within
the cognitive domain so they appreciate prerequisite skills for learning as well as the way
these skills need to be transformed to master more complicated elements of discipline-
specific concept inventories. Development of learning skills should never be taken for
granted in teaching or learning new content. Skills associated with lower-level processes
should be introduced in foundation courses and elevated in intermediate-level
coursework. Skills associated with higher-level processes should be thoughtfully
introduced and reinforced in upper-division courses. Methodically invoking key learning
skills from different process areas and clusters across the cognitive domain also provides
a method for infusing richness in course activities while strengthening lifelong learning
skills. Like the Social Domain, this module serves to remind us that improved cognitive
domain performance is always possible, no matter what one’s state of learning skill
development.
B. Affective Domain
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
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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 leaders of possible issues. It is the ability to see the worth of
something and express it. Example: An activist shares his ideas on the increase in
salary of laborers.
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.
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________
C. Psychomotor Domain
Psychomotor objectives 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.
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________
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 skilfully 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.
Other Psychomotor Domains As mentioned earlier, the committee did not produce a
compilation for the psychomotor domain model, but others have. The one discussed above is
by Simpson (1972). There are two other popular versions:
Conclusion
Humans are lifelong learners. From birth onward we learn and assimilate what we have
just learned into what we already know. Learning in the Geosciences, like all learning, can be
catagorized into the domains of concept knowledge, how we view ourselves as learners and
the skills we need to engage in the activities of geoscientists. As early as 1956 Educational
Psychologist Benjamin Bloom divided what and how we learn into three separate domains of
learning. Cognitive Domain includes content knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts and concepts that serve
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The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________
developing intellectual abilities and skills. There are six major categories, starting from the
simplest behavior (recalling facts) to the most complex (Evaluation). The Affective domain
includes feelings, values, appreciation, enthusiasms, motivations, and attitudes. The
University of Dayton, School of Law Affective Domain website describes each catagory in
the domain and provides illustrative examples and keywords for the cognitive, affective, and
psychomotor domains. 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.
References
1. Anderson, L.W., & Krathwohl, D.R. (eds.). (2001). A taxonomy for learning, teaching
and assessing: A revision of Bloom's Taxonomy of educational objectives. New York:
Longman.
2. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of educational objectives: The classification of educational goals. Handbook
1: Cognitive domain. New York: David McKay.
3. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn:
Brain, mind, experience, and school. Washington, DC: National Academy Press.
4. Dave, R.H. (1975). Developing and writing behavioral objectives. (R J Armstrong, ed.)
Educational Innovators Press.
5. Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay
Co.
6. Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational
objectives: The classification of educational goals. Handbook II: Affective domain. New
York: David McKay Co.
7. References Anderson, L. W., & Krathwohl, D. R. (Eds.). (2000). A taxonomy for
learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational
objectives. New York: Longman.
8. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. UK:
Cambridge University Press.
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