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The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." [ 2 ] In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
The original version of Bloom's taxonomy (published in 1956) defined a cognitive domain in terms of six objectives.. B. F. Skinner's 1954 article "The Science of Learning and the Art of Teaching" suggested that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing. [9]
The relationship between domain general learning and domain specific learning (also known as the modularity debate or modularity of mind) has been an ongoing debate for evolutionary psychologists. [7] The modularity of mind or modularity debate states that the brain is constructed of neural structures (or modules) which have distinct functions.
As a first step toward describing "21st century skills", the National Research Council identified three domains of competence: cognitive, interpersonal, and intrapersonal while recognizing that these domains intertwine in human development and learning. More specifically, these three domains represent distinct facets of human thinking, building ...
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. [2]
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Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. [ 1 ]