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Learning Domains
Cognitive | Affective | Psychomotor
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).
Bloom’s Taxonomy of Learning Domains
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher forms of thinking in education, such as
analyzing and evaluating concepts, processes, procedures, and principles, rather than just
remembering facts (rote learning). It is most often used when designing educational,
training, and learning processes.
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. The level of learning
we strive to impact will vary across learning experiences depending on 1) the nature of the
experience, 2) the developmental levels of the participating students, and 3) the duration and
intensity of the experience.
When writing learning objectives, it is important to think about which domain(s) is relevant
to the learning experience you are designing. The tables below provide further information
about each domain.
Bloom's Revised Taxonomy (Cognitive only)
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive
domain in the mid-nineties and made some changes, with perhaps the three most prominent
ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock,
2000):



changing the names in the six categories from noun to verb forms
rearranging them as shown in the chart below
creating a processes and levels of knowledge matrix
The chart shown below compares the original taxonomy with the revised one:
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The COGNITIVE Domain (Revised 2001 Version)
The cognitive domain deals with how we acquire, process, and use knowledge. It is the
"thinking" domain. The table below outlines the six levels in this domain and verbs that can
be used to write learning objectives.
Cognitive Domain Levels
-------------------Increasing Complexity------------------->
C1
C2
C3
Remember Understand
Apply
Retrieve
Construct
Carry out or
relevant
meaning from
use a
knowledge
instructional procedure in a
from longmessages,
given
term memory including oral,
situation
written, and
graphic
communication
Arrange
Cite
Choose
Count
Define
Describe
Duplicate
Identify
Label
List
Locate
Match
Name
Outline
Recall
Recite
Recognize
Record
Repeat
Restate
Review
Select
State
Abstract
Associate
Categorize
Clarify
Classify
Compare
Conclude
Contrast
Exemplify
Explain
Extrapolate
Generalize
Illustrate
Infer
Interpret
Map
Match
Paraphrase
Predict
Represent
Summarize
Translate
Apply
Carry out
Demonstrate
Determine
Develop
Employ
Execute
Implement
Operate
Show
Sketch
Solve
Use
C4
Analyze
Break
material into
its constituent
parts and
determine
how the parts
relate to one
another and to
an overall
structure or
purpose
C5
Evaluate
Make
judgments
based on
criteria and
standards
C6
Create
Put elements
together to
form a
coherent or
functional
whole;
reorganize
elements into
a new pattern
or structure
Analyze
Attribute
Deconstruct
Differentiate
Discriminate
Distinguish
Focus
Organize
Outline
Parse
Select
Structure
Argue
Assess
Check
Conclude
Coordinate
Criticize
Critique
Detect
Evaluate
Judge
Justify
Monitor
Prioritize
Rank
Rate
Recommend
Test
Assemble
Build
Combine
Compose
Construct
Create
Design
Draft
Formulate
Generate
Hypothesize
Integrate
Plan
Produce
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The AFFECTIVE Domain
The affective domain deals with our attitudes, values, and emotions. It is the "valuing"
domain. The table below outlines the five levels in this domain and verbs that can be used to
write learning objectives.
Affective Domain Levels
-------------------Increasing Complexity------------------->
A1
A2
A3
Receiving
Responding
Valuing
Openness to new
Active
Attaching value
information or participation in, or worth to new
experiences
interaction with, information or
or response to
experiences
new information
or experiences
Ask
Choose
Describe
Follow
Give
Hold
Identify
Locate
Name
Select
Reply
Use
Answer
Assist
Aid
Compile
Conform
Discuss
Greet
Help
Label
Perform
Practice
Present
Read
Recite
Report
Select
Tell
Write
Complete
Demonstrate
Differentiate
Explain
Follow
Form
Initiate
Join
Justify
Propose
Read
Share
Study
Work
A4
A5
Organization Characterization
Incorporating
Full integration/
new information internalization
or experiences resulting in new
into existing
and consistent
value system
attitudes, beliefs,
and/or behaviors
Adhere
Alter
Arrange
Combine
Compare
Complete
Defend
Formulate
Generalize
Identify
Integrate
Modify
Order
Organize
Prepare
Relate
Synthesize
Act
Discriminate
Display
Influence
Listen
Modify
Perform
Practice
Propose
Qualify
Question
Revise
Serve
Solve
Verify
Use
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The PSYCHOMOTOR Domain
The psychomotor domain deals with manual or physical skills. It is the "doing" domain. The
table below outlines the five levels in this domain and verbs that can be used to write
learning objectives.
Psychomotor Domain Levels
-------------------Increasing Complexity------------------->
P1
Imitation
Observing and
copying another's
action/skill
P2
Manipulation
Reproducing
action/skill
through
instruction
P3
Precision
Accurately
executing
action/skill on
own
Adhere
Copy
Follow
Repeat
Replicate
Build
Execute
Implement
Perform
Recreate
Calibrate
Complete
Control
Demonstrate
Perfect
Show
P4
P5
Articulation
Naturalization
Integrating
Naturally and
multiple
automatically
actions/skills and
performing
performing
actions/skills at
consistently
high level
Adapt
Combine
Construct
Coordinate
Develop
Formulate
Integrate
Master
Modify
Design
Invent
Manage
Project
Specify
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. Dave, R.H. (1975). Developing and writing behavioral objectives. (R J Armstrong, ed.)
Educational Innovators Press.
3. 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.
https://www.emporia.edu/studentlife/learning-and-assessment/guide/domains.html