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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.
Psychomotor learning is the relationship between cognitive functions and physical movement.Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking.
This field attempts to map cognitive processes, such as language comprehension, onto neural activation of specific brain structures.The bi-directional hypothesis of language and action requires that action and language processes have overlapping brain structures, or shared neural substrates, thereby necessitating motor areas for language ...
Embodied theories of language comprehension assume that abstract concepts, as well as concrete ones, are grounded in the sensorimotor system [4] [14] Some studies have investigated the activation of motor cortices using abstract and also concrete verbs, examining the stimulation of the motor cortices when comprehending literal action verbs ...
Language development in humans is a process which starts early in life. Infants start without knowing a language, yet by 10 months, ... and action words (verbs).
By watching the adult's behavior and facial expressions, they were able to understand what the verb "plunk" meant and figure out whether it was the targeted action or the accidental action. Akhtar, Carpenter and Tomasello [ 28 ] conducted a similar experiment that focused on the behaviors of adults and word learning, but this time, for nouns.
Research in first language acquisition has already established that infants from all linguistic environments go through similar and predictable stages (such as babbling), and some neurolinguistics research attempts to find correlations between stages of language development and stages of brain development, [27] while other research investigates ...
His domains and outcomes of learning correspond to standard verbs. [5] Cognitive Domain; Verbal information - is stated: state, recite, tell, declare Intellectual skills - label or classify the concepts Intellectual skills - apply the rules and principles Intellectual skills - problem solve by generating solutions or procedures