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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 C4 C5 C6
Remember Understand Apply Analyze Evaluate Create
Retrieve Construct Carry out or Break Make Put elements
relevant meaning from use a material into judgments together to
knowledge instructional procedure in a its constituent based on form a
from long- messages, given parts and criteria and coherent or
term memory including oral, situation determine standards functional
written, and how the parts whole;
graphic relate to one reorganize
communication another and to elements into
an overall a new pattern
structure or or structure
purpose
Arrange Abstract Apply Analyze Argue Assemble
Cite Associate Carry out Attribute Assess Build
Choose Categorize Demonstrate Deconstruct Check Combine
Count Clarify Determine Differentiate Conclude Compose
Define Classify Develop Discriminate Coordinate Construct
Describe Compare Employ Distinguish Criticize Create
Duplicate Conclude Execute Focus Critique Design
Identify Contrast Implement Organize Detect Draft
Label Exemplify Operate Outline Evaluate Formulate
List Explain Show Parse Judge Generate
Locate Extrapolate Sketch Select Justify Hypothesize
Match Generalize Solve Structure Monitor Integrate
Name Illustrate Use Prioritize Plan
Outline Infer Rank Produce
Recall Interpret Rate
Recite Map Recommend
Recognize Match Test
Record Paraphrase
Repeat Predict
Restate Represent
Review Summarize
Select Translate
State
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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 A4 A5
Receiving Responding Valuing Organization Characterization
Openness to new Active Attaching value Incorporating Full integration/
information or participation in, or worth to new new information internalization
experiences interaction with, information or or experiences resulting in new
or response to experiences into existing and consistent
new information value system attitudes, beliefs,
or experiences and/or behaviors
Ask Answer Complete Adhere Act
Choose Assist Demonstrate Alter Discriminate
Describe Aid Differentiate Arrange Display
Follow Compile Explain Combine Influence
Give Conform Follow Compare Listen
Hold Discuss Form Complete Modify
Identify Greet Initiate Defend Perform
Locate Help Join Formulate Practice
Name Label Justify Generalize Propose
Select Perform Propose Identify Qualify
Reply Practice Read Integrate Question
Use Present Share Modify Revise
Read Study Order Serve
Recite Work Organize Solve
Report Prepare Verify
Select Relate Use
Tell Synthesize
Write
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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 P2 P3 P4 P5
Imitation Manipulation Precision Articulation Naturalization
Observing and Reproducing Accurately Integrating Naturally and
copying another's action/skill executing multiple automatically
action/skill through action/skill on actions/skills and performing
instruction own performing actions/skills at
consistently high level
Adhere Build Calibrate Adapt Design
Copy Execute Complete Combine Invent
Follow Implement Control Construct Manage
Repeat Perform Demonstrate Coordinate Project
Replicate Recreate Perfect Develop Specify
Show Formulate
Integrate
Master
Modify

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