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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Three Domains of Learning: Cognitive, Affective and Psychomotor
Dr. M. Enamul Hoque1

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).

Figure 1: Domain of Learning

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
__________________________________________________________________________________
A. Cognitive Domain

The 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: knowledge,
comprehension, application, analysis, synthesis, evaluation. Bloom’s taxonomy focused on
describing levels of attainments rather than process skills, and did not substantially address
the manner in which the learner proceeds from one level to the next. The cognitive domain
includes skill clusters that organize a complete, concise, and complementary listing of the
learning skills most critical for each process. The newer version (2001) 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.

Figure 2.1: Cognitive Domain Chart

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
Figure 2.2: Revised Taxonomy (Krathwohl,
mental (thinking) processes.
2001)

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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
__________________________________________________________________________________

Figure 3: Cognitive Domain Brain Analysis

The cognitive domain involves the development of our mental skills and the acquisition of
knowledge. The six categories under this domain are:

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.

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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:

1. At Knowledge Level of Learning a student can define terms.

2. At Comprehension Level of Learning a student can work assigned problems and
can 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.

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

Most people think of learning as an intellectual or mental function. However, learning

is not a just a cognitive (mental) function. You can also learn attitudes, behaviors, and
physical skills.The affective domain involves our feelings, emotions and attitudes. The
affective domain involves our feelings, emotions, and attitudes.

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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
__________________________________________________________________________________

Figure 4: Affective Domain

This domain 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 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
__________________________________________________________________________________

Figure 5: Affective Domain Level

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
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.

Figure 6: Psychomotor Domain Layout

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. 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.

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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:

Dave (1975) developed this taxonomy:

 Imitation - Observing and copying someone else.

 Manipulation - Guided via instruction to perform a skill.
 Precision - Accuracy, proportion and exactness exist in the skill performance without
the presence of the original source.
 Articulation - Two or more skills combined, sequenced, and performed consistently.
 Naturalization - Two or more skills combined, sequenced, and performed consistently
and with ease. The performance is automatic with little physical or mental exertion.

Harrow (1972) developed this taxonomy. It is organized according to the degree of

coordination including involuntary responses and learned capabilities:

 Reflex movements - Automatic reactions.

 Basic fundamental movement - Simple movements that can build to more complex
sets of movements.
 Perceptual - Environmental cues that allow one to adjust movements.
 Physical activities - Things requiring endurance, strength, vigor, and agility.
 Skilled movements - Activities where a level of efficiency is achieved.
 Non-discursive communication - Body language.

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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