Most people think of “learning” as a cognitive process. This is why the domain people link most to “learning” is the cognitive domain. This is the mental skills domain. It is the domain where you process information, create knowledge, and think. Show
Other Domains of LearningThere are, however, other ways of learning. In addition to knowledge, you can learn attitudes, behaviors, and physical skills. These different types of learning create three distinct domains of learning. These three domains can be categorized as cognitive (knowledge), psychomotor (skills) and affective (attitudes). Benjamin BloomIn the 1950’s, Benjamin Bloom headed a group of educational psychologists whose goal was to develop a system of categories of learning behavior to assist in the design and assessment of educational learning. The group identified three domains of learning.
They focused on the cognitive domain which involves knowledge and the development of intellectual skills. This includes simple skills like recall facts, as well as more complex skills such as recognition of patterns and forming of concepts. The Cognitive Domain of Bloom’s TaxonomyBloom and his colleagues developed a classification system for the levels of cognitive skills. The classification system they created is often referred to as Bloom’s Taxonomy. The word taxonomy simply means classifications or structures. Bloom’s Taxonomy classifies thinking according to six cognitive levels of complexity:
 Simple to ComplexThe categories can be thought of as degrees of difficulties. The taxonomy is arranged so categories proceed from the simplest to more complex levels. For example, the cognitive domain starts with the simple task of “remembering” and work towards more complex levels of thinking such as “evaluation.” The categories are also ordered from concrete to abstract. Higher levels of ThinkingThe various levels have often been depicted as a stairway to reference a progressive climb to a higher level of thinking. According to Bloom, each level must be mastered before moving to the next higher level. Bloom believes a learner would have to first recall data and then understand it before he or she is able to apply it. Each level becomes more challenging as you move higher. The higher the level ones require more complex mental operation. Knowledge: the ability to recall or recognize data / information. Comprehension: the ability to understand and to grasp the meaning of information. Application: the ability to use learned information in a new situation. Analysis: the ability to break down material into its parts so that its organizational structure may be understood. Synthesis: the ability to put parts together to form a new whole. Evaluation: the ability to judge the value or importance of material. Revised TaxonomyThe original Taxonomy has been changed over the years. The most notable change is the terms used to describe the levels. The revised version changes the names of each of the six levels. The levels have also change from nouns to verbs. The new version is as follows:
Related LinksDomains of Learning Affective Domain Cognitive Domain Psychomotor Domain Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. 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. The Three Domains of LearningThe committee identified three domains of educational activities or learning (Bloom, et al. 1956):
Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers. Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today. Cognitive DomainThe cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):
The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. Bloom's Revised TaxonomyLorin 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): The chart shown below compares the original taxonomy with the revised one:This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here Table of the Revised Cognitive Domain
Cognitive Processes and Levels of Knowledge MatrixBloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix. While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:
In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:
When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives: The Cognitive Dimension
However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):
Thus, the new matrix would look similar to this: The Cognitive Dimension
An example matrix that has been filled in might look something like this:
Next StepsReviewUseful Links
ReferencesAnderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon. Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer. |
This cognitive level is using what was learned in the classroom into similar new situations.
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