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  2. Bloom's taxonomy - Wikipedia

    en.wikipedia.org/wiki/Bloom's_taxonomy

    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.

  3. Williams' taxonomy - Wikipedia

    en.wikipedia.org/wiki/Williams'_Taxonomy

    The first four levels are essentially cognitive (thinking), while the last four levels are affective (feeling) in nature. [2] The eight levels are: [3] Fluency, the generation of many ideas, answers, responses, possibilities to a given situation/problem;

  4. Domain-general learning - Wikipedia

    en.wikipedia.org/wiki/Domain-general_learning

    Domain-specificity has been defined by Frankenhuis and Ploeger as that “a given cognitive mechanism accepts, or is specialized to operate on, only a specific class of information”. [12] Furthermore, domain-specific learning prescribes different learning activities for students in order to meet required learning outcomes. [13]

  5. Wechsler Intelligence Scale for Children - Wikipedia

    en.wikipedia.org/wiki/Wechsler_Intelligence...

    In addition to the normative sample, a number of special group samples were collected, including the following: children identified as intellectually gifted, children with mild or moderate intellectual disability, children with specific learning disorders (reading, written expression, and math), children with ADHD, children with disruptive ...

  6. Piaget's theory of cognitive development - Wikipedia

    en.wikipedia.org/wiki/Piaget's_theory_of...

    For example, they can logically arrange a series of different-sized sticks in order by length. Younger children not yet in the concrete stage approach a similar task in a haphazard way. These new cognitive skills increase the child's understanding of the physical world. However, according to Piaget, they still cannot think in abstract ways.

  7. Higher-order thinking - Wikipedia

    en.wikipedia.org/wiki/Higher-order_thinking

    The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order than the learning of facts and concepts using lower-order thinking ...

  8. Domain-specific learning - Wikipedia

    en.wikipedia.org/wiki/Domain-specific_learning

    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 ]

  9. Domain specificity - Wikipedia

    en.wikipedia.org/wiki/Domain_specificity

    Prominent examples of such domain-general views include Jean Piaget’s theory of cognitive development, and the views of many modern connectionists. Proponents of domain specificity argue that domain-general learning mechanisms are unable to overcome the epistemological problems facing learners in many domains, especially language. In addition ...

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