Bloom's Taxonomy of

Learning Domains
The Three Types of Learning
There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified
three domains of educational activities:

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)

Psychomotor: manual or physical skills (Skills)

Since the work was produced by higher education, the words tend to be a little bigger than we normally use.
Domains can be thought of as categories. Trainers often refer to these three domains as KSA (Knowledge,
Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of the training
process." That is, after the training session, the learner should have acquired new skills, knowledge, and/or
attitudes.
The committee also produced an elaborate compilation for the cognitive and affective domains, but none for
the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching
manual skills within the college level (I guess they never thought to check with their sports or drama
department).
This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most
complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been
devised in the educational and training world. However, Bloom's taxonomy is easily understood and is
probably the most widely applied one in use today.

Cognitive Domain
The cognitive domain (Bloom, 1956) involves
knowledge and the development of intellectual
skills. 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, which are
listed in order below, starting from the simplest
behavior to the most complex. The categories can

be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take
place.

Category

Example and Key Words

Examples: Recite a policy. Quote prices from
memory to a customer. Knows the safety rules.

Knowledge: Recall data or

information.

Key Words: defines, describes, identifies, knows,

labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
Examples: Rewrites the principles of test writing.
Explain in one's own words the steps for
performing a complex task. Translates an

Comprehension: Understand the

equation into a computer spreadsheet.

meaning, translation, interpolation, and

interpretation of instructions and

Key Words: comprehends, converts, defends,

problems. State a problem in one's

distinguishes, estimates, explains, extends,

own words.

generalizes, gives Examples, infers, interprets,

paraphrases, predicts, rewrites, summarizes,
translates.
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of statistics

Application: Use a concept in a new

to evaluate the reliability of a written test.

situation or unprompted use of an

abstraction. Applies what was learned

Key Words: applies, changes, computes,

in the classroom into novel situations

constructs, demonstrates, discovers,

in the work place.

manipulates, modifies, operates, predicts,

prepares, produces, relates, shows, solves, uses.
Examples: Troubleshoot a piece of equipment by
using logical deduction. Recognize logical
fallacies in reasoning. Gathers information from a

Analysis: Separates material or

department and selects the required tasks for

concepts into component parts so that

training.

its organizational structure may be

understood. Distinguishes between

Key Words: analyzes, breaks down, compares,

facts and inferences.

contrasts, diagrams, deconstructs, differentiates,

discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates.
Examples: Write a company operations or

Synthesis: Builds a structure or

process manual. Design a machine to perform a

specific task. Integrates training from several

sources to solve a problem. Revises and process
to improve the outcome.
pattern from diverse elements. Put
parts together to form a whole, with

Key Words: categorizes, combines, compiles,

emphasis on creating a new meaning

composes, creates, devises, designs, explains,

or structure.

generates, modifies, organizes, plans,

rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Examples: Select the most effective solution.
Hire the most qualified candidate. Explain and
justify a new budget.

Evaluation: Make judgments about

the value of ideas or materials.

Key Words: appraises, compares, concludes,

contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behavior to the most complex:

Category

Example and Key Words

Examples: Listen to others with respect. Listen
for and remember the name of newly introduced
people.

Receiving Phenomena: Awareness,

willingness to hear, selected attention.

Key Words: asks, chooses, describes, follows,

gives, holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.
Examples: Participates in class discussions.
Gives a presentation. Questions new ideals,

Responding to Phenomena: Active

concepts, models, etc. in order to fully

participation on the part of the

understand them. Know the safety rules and

learners. Attends and reacts to a

practices them.

particular phenomenon. Learning

outcomes may emphasize compliance

Key Words: answers, assists, aids, complies,

in responding, willingness to respond, or

conforms, discusses, greets, helps, labels,

satisfaction in responding (motivation).

performs, practices, presents, reads, recites,

reports, selects, tells, writes.
Examples: Demonstrates belief in the
democratic process. Is sensitive towards

Valuing: The worth or value a person

individual and cultural differences (value

attaches to a particular object,

diversity). Shows the ability to solve

phenomenon, or behavior. This ranges

problems. Proposes a plan to social

from simple acceptance to the more

improvement and follows through with

complex state of commitment. Valuing is

commitment. Informs management on matters

based on the internalization of a set of

that one feels strongly about.

specified values, while clues to these

values are expressed in the learner's

Key Words: completes, demonstrates,

overt behavior and are often

differentiates, explains, follows, forms, initiates,

identifiable.

invites, joins, justifies, proposes, reads, reports,

selects, shares, studies, works.
Examples: Recognizes the need for balance

Organization: Organizes values into

between freedom and responsible

priorities by contrasting different values,

behavior. Accepts responsibility for one's

resolving conflicts between them, and

behavior. Explains the role of systematic

creating an unique value system. The

planning in solving problems. Accepts

emphasis is on comparing, relating, and

professional ethical standards. Creates a life

synthesizing values.

plan in harmony with abilities, interests, and

beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.

Key Words: adheres, alters, arranges,

combines, compares, completes, defends,
explains, formulates, generalizes, identifies,
integrates, modifies, orders, organizes,
prepares, relates, synthesizes.
Examples: Shows self-reliance when working
independently. Cooperates in group
Internalizing values (characterization):
Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the

activities (displays teamwork). Uses an objective

approach in problem solving. Displays a
professional commitment to ethical practice on
a daily basis. Revises judgments and changes
behavior in light of new evidence. Values people

learner. Instructional objectives are

concerned with the student's general
patterns of adjustment (personal, social,
emotional).

for what they are, not how they look.

Key Words: acts, discriminates, displays,
influences, listens, modifies, performs,
practices, proposes, qualifies, questions,
revises, serves, solves, verifies.

Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motorskill areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. The seven major categories are listed from the simplest
behavior to the most complex:

Category

Example and Key Words

Perception: The ability to use sensory cues

communication cues. Estimate where a ball

to guide motor activity. This ranges from

will land after it is thrown and then moving

Examples: Detects non-verbal

to the correct location to catch the ball.

Adjusts heat of stove to correct temperature
by smell and taste of food. Adjusts the
height of the forks on a forklift by comparing
sensory stimulation, through cue selection,

where the forks are in relation to the pallet.

to translation.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies,
isolates, relates, selects.
Examples: Knows and acts upon a
sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a new
Set: Readiness to act. It includes mental,
physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different situations
(sometimes called mindsets).

process (motivation). NOTE: This

subdivision of Psychomotor is closely
related with the "Responding to
phenomena" subdivision of the Affective
domain.
Key Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
Examples: Performs a mathematical
equation as demonstrated. Follows

Guided Response: The early stages in

learning a complex skill that includes
imitation and trial and error. Adequacy of
performance is achieved by practicing.

instructions to build a model. Responds

hand-signals of instructor while learning to
operate a forklift.
Key Words: copies, traces, follows, react,
reproduce, responds
Examples: Use a personal
computer. Repair a leaking faucet. Drive a

Mechanism: This is the intermediate stage

in learning a complex skill. Learned
responses have become habitual and the
movements can be performed with some
confidence and proficiency.

car.
Key Words: assembles, calibrates,
constructs, dismantles, displays, fastens,
fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes,
sketches.
Examples: Maneuvers a car into a tight

Complex Overt Response: The skillful

parallel parking spot. Operates a computer

performance of motor acts that involve

quickly and accurately. Displays

competence while playing the piano.

complex movement patterns. Proficiency is

Key Words: assembles, builds, calibrates,

indicated by a quick, accurate, and highly

constructs, dismantles, displays, fastens,

coordinated performance, requiring a

fixes, grinds, heats, manipulates,

minimum of energy. This category includes

measures, mends, mixes, organizes,

performing without hesitation, and automatic

sketches.

performance. For example, players are often

utter sounds of satisfaction or expletives as

NOTE: The Key Words are the same as

soon as they hit a tennis ball or throw a

Mechanism, but will have adverbs or

football, because they can tell by the feel of

adjectives that indicate that the

the act what the result will produce.

performance is quicker, better, more

accurate, etc.
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a machine

Adaptation: Skills are well developed and

that it was not originally intended to do

the individual can modify movement patterns

(machine is not damaged and there is no

to fit special requirements.

danger in performing the new task).

Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.
Examples: Constructs a new theory.
Develops a new and comprehensive

Origination: Creating new movement

training programming. Creates a new

patterns to fit a particular situation or specific

gymnastic routine.

problem. Learning outcomes emphasize

creativity based upon highly developed

Key Words: arranges, builds, combines,

skills.

composes, constructs, creates, designs,

initiate, makes, originates.

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's (1975):

Imitation: Observing and patterning behavior after someone else. Performance may be
of low quality. Example: Copying a work of art.

Manipulation: Being able to perform certain actions by following instructions and

practicing. Example: Creating work on one's own, after taking lessons, or reading about it.

Precision: Refining, becoming more exact. Few errors are apparent. Example: Working
and reworking something, so it will be "just right."

Articulation: Coordinating a series of actions, achieving harmony and internal

consistency. Example: Producing a video that involves music, drama, color, sound, etc.

Naturalization: Having high level performance become natural, without needing to

think much about it. Examples: Michael Jordan playing basketball, Nancy Lopez hitting a
golf ball, etc.

Harrow's (1972):

Reflex movements - Reactions that are not learned.

Fundamental movements - Basic movements such as walking, or grasping.

Perception - Response to stimuli such as visual, auditory, kinesthetic, or tactile

discrimination.

Physical abilities - Stamina that must be developed for further development such as
strength and agility.

Skilled movements - Advanced learned movements as one would find in sports or

acting.

No discursive communication - Effective body language, such as gestures and facial

expressions.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of 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 from noun to verb forms, and 2) slightly rearranging them.
This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

Reference
1. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York:
David McKay Co Inc.
Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational
Innovators Press.
Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral objectives. New
York: David McKay.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.
Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom
Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.
Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain.
Washington, DC: Gryphon House