The Three Types of Learning

There is more than one type oI learning. A committee oI colleges, led by Benjamin Bloom
(1956), identiIied three domains oI educational activities:
O ognitive: mental skills (Knowledge)
O ffective: growth in Ieelings or emotional areas (999:de)
O !sychomotor: manual or physical skills ($lls
ognitive Domain
The cognitive domain (Bloom, 1956) involves
knowledge and the development oI intellectual
skills. This includes the recall or recognition oI
speciIic Iacts, procedural patterns, and concepts
that serve in the development oI intellectual
abilities and skills. There are six major
categories, which are listed in order below,
starting Irom the simplest behavior to the most
complex. The categories can be thought oI as
degrees oI diIIiculties. That is, the Iirst ones
must normally be mastered beIore the next ones
can take place.

Cutegory Fxumple unJ Key WorJx (verbx)
nowledge: Recall data or
inIormation.
amples: Recite a policy. Quote prices
Irom memory to a customer. Knows the
saIety rules.
ey Words: deIines, describes, identiIies,
knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces,
selects, states.
omprehension: Understand the
meaning, translation, interpolation,
and interpretation oI instructions
and problems. State a problem in
one's own words.
amples: Rewrites the principles oI test
writing. Explain in one's own words the
steps Ior perIorming a complex task.
Translates an equation into a computer
spreadsheet.
ey Words: comprehends, converts,
deIends, distinguishes, estimates, explains,
extends, generalizes, gives an example,
inIers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.
pplication: Use a concept in a
new situation or unprompted use oI
an abstraction. Applies what was
learned in the classroom into novel
situations in the work place.
amples: Use a manual to calculate an
employee's vacation time. Apply laws oI
statistics to evaluate the reliability oI a
written test.
ey Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modiIies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.
nalysis: Separates material or
concepts into component parts so
that its organizational structure
may be understood. Distinguishes
between Iacts and inIerences.
amples: Troubleshoot a piece oI
equipment by using logical deduction.
Recognize logical Iallacies in
reasoning. Gathers inIormation Irom a
department and selects the required tasks
Ior training.
ey Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
diIIerentiates, discriminates, distinguishes,
identiIies, illustrates, inIers, outlines,
relates, selects, separates.
Synthesis: Builds a structure or
pattern Irom diverse elements. Put
parts together to Iorm a whole, with
emphasis on creating a new
meaning or structure.
amples: Write a company operations or
process manual. Design a machine to
perIorm a speciIic task. Integrates training
Irom several sources to solve a problem.
Revises and process to improve the
outcome.
ey Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modiIies,
organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
valuation: Make judgments about
the value oI ideas or materials.
amples: Select the most eIIective
solution. Hire the most qualiIied candidate.
Explain and justiIy a new budget.
ey Words: appraises, compares,
concludes, contrasts, criticizes, critiques,
deIends, describes, discriminates, evaluates,
explains, interprets, justiIies, relates,
summarizes, supports.
ffective Domain
The aIIective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as Ieelings, values, appreciation,
enthusiasms, motivations, and attitudes. The Iive major
categories are listed Irom the simplest behavior to the
most complex:

Cutegory Fxumple unJ Key WorJx (verbx)
#eceiving !henomena: Awareness,
willingness to hear, selected
attention.
amples: Listen to others with respect.
Listen Ior and remember the name oI
newly introduced people.
ey Words: asks, chooses, describes,
Iollows, gives, holds, identiIies, locates,
names, points to, selects, sits, erects,
replies, uses.
#esponding to !henomena: Active amples: Participates in class
participation on the part oI the
learners. Attends and reacts to a
particular phenomenon. Learning
outcomes may emphasize compliance
in responding, willingness to
respond, or satisIaction in responding
(motivation).
discussions. Gives a presentation.
Questions new ideals, concepts, models,
etc. in order to Iully understand them.
Know the saIety rules and practices them.
ey Words: answers, assists, aids,
complies, conIorms, discusses, greets,
helps, labels, perIorms, practices,
presents, reads, recites, reports, selects,
tells, writes.
Valuing: The worth or value a person
attaches to a particular object,
phenomenon, or behavior. This
ranges Irom simple acceptance to the
more complex state oI
commitment. Valuing is based on the
internalization oI a set oI speciIied
values, while clues to these values are
expressed in the learner's overt
behavior and are oIten identiIiable.
amples: Demonstrates belieI in the
democratic process. Is sensitive towards
individual and cultural diIIerences (value
diversity). Shows the ability to solve
problems. Proposes a plan to social
improvement and Iollows through with
commitment. InIorms management on
matters that one Ieels strongly about.
ey Words: completes, demonstrates,
diIIerentiates, explains, Iollows, Iorms,
initiates, invites, joins, justiIies, proposes,
reads, reports, selects, shares, studies,
works.
Organization: Organizes values into
priorities by contrasting diIIerent
values, resolving conIlicts between
them, and creating an unique value
system. The emphasis is on
comparing, relating, and synthesizing
values.
amples: Recognizes the need Ior
balance between Ireedom and responsible
behavior. Accepts responsibility Ior one's
behavior. Explains the role oI systematic
planning in solving problems. Accepts
proIessional ethical standards. Creates a
liIe plan in harmony with abilities,
interests, and belieIs. Prioritizes time
eIIectively to meet the needs oI the
organization, Iamily, and selI.
ey Words: adheres, alters, arranges,
combines, compares, completes, deIends,
explains, Iormulates, generalizes,
identiIies, integrates, modiIies, orders,
organizes, prepares, relates, synthesizes.
Internalizing values
(characterization): Has a value
amples: Shows selI-reliance when
working independently. Cooperates in
system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic oI the
learner. Instructional objectives are
concerned with the student's general
patterns oI adjustment (personal,
social, emotional).
group activities (displays teamwork).
Uses an objective approach in problem
solving. Displays a proIessional
commitment to ethical practice on a daily
basis. Revises judgments and changes
behavior in light oI new evidence. Values
people Ior what they are, not how they
look.
ey Words: acts, discriminates, displays,
inIluences, listens, modiIies, perIorms,
practices, proposes, qualiIies, questions,
revises, serves, solves, veriIies.
!sychomotor Domain
The psychomotor domain (Simpson, 1972) includes
physical movement, coordination, and use oI the motor-
skill areas. Development oI these skills requires practice
and is measured in terms oI speed, precision, distance,
procedures, or techniques in execution. The seven major
categories are listed Irom the simplest behavior to the
most complex:

Cutegory Fxumple unJ Key WorJx (verbx)
!erception: The ability to use sensory
cues to guide motor activity. This
ranges Irom sensory stimulation,
through cue selection, to translation.
amples: Detects non-verbal
communication cues. Estimate where a
ball will land aIter it is thrown and then
moving to the correct location to catch
the ball. Adjusts heat oI stove to correct
temperature by smell and taste oI Iood.
Adjusts the height oI the Iorks on a
IorkliIt by comparing where the Iorks are
in relation to the pallet.
ey Words: chooses, describes, detects,
diIIerentiates, distinguishes, identiIies,
isolates, relates, selects.
Set: Readiness to act. It includes
mental, physical, and emotional sets.
These three sets are dispositions that
predetermine a person's response to
diIIerent situations (sometimes called
mindsets).
amples: Knows and acts upon a
sequence oI steps in a manuIacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a new
process (motivation). NOTE: This
subdivision oI Psychomotor is closely
related with the 'Responding to
phenomena subdivision oI the AIIective
domain.
ey Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
Guided #esponse: The early stages in
learning a complex skill that includes
imitation and trial and error.
Adequacy oI perIormance is achieved
by practicing.
amples: PerIorms a mathematical
equation as demonstrated. Follows
instructions to build a model. Responds
hand-signals oI instructor while learning
to operate a IorkliIt.
ey Words: copies, traces, Iollows,
react, reproduce, responds
Mechanism: This is the intermediate
stage in learning a complex
skill. Learned responses have become
habitual and the movements can be
perIormed with some conIidence and
proIiciency.
amples: Use a personal
computer. Repair a leaking Iaucet. Drive
a car.
ey Words: assembles, calibrates,
constructs, dismantles, displays, Iastens,
Iixes, grinds, heats, manipulates,
measures, mends, mixes, organizes,
sketches.
omple Overt #esponse: The
skillIul perIormance oI motor acts that
involve complex movement
patterns. ProIiciency is indicated by a
quick, accurate, and highly
coordinated perIormance, requiring a
minimum oI energy. This category
includes perIorming without
hesitation, and automatic
perIormance. For example, players are
oIten utter sounds oI satisIaction or
expletives as soon as they hit a tennis
ball or throw a Iootball, because they
amples: Maneuvers a car into a tight
parallel parking spot. Operates a
computer quickly and accurately.
Displays competence while playing the
piano.
ey Words: assembles, builds,
calibrates, constructs, dismantles,
displays, Iastens, Iixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.
can tell by the Ieel oI the act what the
result will produce.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or
adjectives that indicate that the
perIormance is quicker, better, more
accurate, etc.
daptation: Skills are well developed
and the individual can modiIy
movement patterns to Iit special
requirements.
amples: Responds eIIectively to
unexpected experiences. ModiIies
instruction to meet the needs oI the
learners. PerIorm a task with a machine
that it was not originally intended to do
(machine is not damaged and there is no
danger in perIorming the new task).
ey Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.
Origination: Creating new movement
patterns to Iit a particular situation or
speciIic problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
amples: Constructs a new theory.
Develops a new and comprehensive
training programming. Creates a new
gymnastic routine.
ey Words: arranges, builds, combines,
composes, constructs, creates, designs,
initiate, makes, originates.


Other !sychomotor Domain Taonomies
As mentioned earlier, the committee did not produce a compilation Ior the psychomotor domain
model, but others have. The one discussed above is by Simpson (1972). There are two other
popular versions:
Dave's (1975):
O Im|tat|on Cbservlng and paLLernlng behavlor afLer someone else erformance may be of low
quallLy Lxample Copylng a work of arL
O Man|pu|at|on 8elng able Lo perform cerLaln acLlons by followlng lnsLrucLlons and pracLlclng
Lxample CreaLlng work on ones own afLer Laklng lessons or readlng abouL lL
O rec|s|on 8eflnlng becomlng more exacL lew errors are apparenL Lxample Worklng and
reworklng someLhlng so lL wlll be [usL rlghL"
O rt|cu|at|on CoordlnaLlng a serles of acLlons achlevlng harmony and lnLernal conslsLency
Lxample roduclng a vldeo LhaL lnvolves muslc drama color sound eLc
O -atura||zat|on Pavlng hlgh level performance become naLural wlLhouL needlng Lo Lhlnk
much abouL lL Lxamples Mlchael !ordan playlng baskeLball nancy Lopez hlLLlng a golf ball eLc
arrow's (1972):
O ef|ex movements 8eacLlons LhaL are noL learned
O undamenta| movements 8aslc movemenLs such as walklng or grasplng
O ercept|on 8esponse Lo sLlmull such as vlsual audlLory klnesLheLlc or LacLlle dlscrlmlnaLlon
O hys|ca| ab|||t|es SLamlna LhaL musL be developed for furLher developmenL such as sLrengLh
and aglllLy
O |||ed movements Advanced learned movemenLs as one would flnd ln sporLs or acLlng
O -o d|scurs|ve commun|cat|on LffecLlve body language such as gesLures and faclal
expresslons
loom's #evised Taonomy
Lorin Anderson, a Iormer student oI Bloom, revisited the cognitive domain in the learning
taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent
ones being, 1) changing the names in the six categories Irom noun to verb Iorms, and 2) slightly
rearranging them (Pohl, 2000).
This new taxonomy reIlects a more active Iorm oI thinking and is perhaps more accurate: