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EPSY 430
Behavioral
Constructs
Behavioral Constructs
Three Behavioral Domains
Cognitive Domain
Knowledege
Simple
Knowledge
Knowledge of
a Process
Affective Domain
Intellectual
Comprehension
of a
Communication
Conceptualization
Application
Appreciation
Voluntary Muscle
Capability
Willingness-to-Act
Ability to Perform
a Specific Skill
Beyond
Application
Willingness-to-Advocate
Mode
Relationship
Message
Example/
Nonexample
Psychomotor Domain
Behavioral Constructs
Bloom’s Lower
Level Thinking
Skills
Cognitive Domain
Knowledege
Simple
Knowledge
Knowledge of
a Process
Bloom’s Higher Level
Thinking Skills
Intellectual
Comprehension
of a
Communication
Conceptualization
Mode
Relationship
Message
Example/
Nonexample
Application
Beyond
Application
--analysis
--synthesis
--evaluation
Behavioral Constructs
Cognitive Domain
Knowledege
Simple
Knowledge
Knowledge of
a Process
Intellectual
Comprehension
of a
Communication
Conceptualization
Mode
Relationship
Message
Example/
Nonexample
Application
Beyond
Application
Behavioral Constructs
Cognitive Domain
Knowledege
Simple
Knowledge
Knowledge of
a Process
if the content for students to
remember involves a
single response
to a particular stimulus
Remembering some
specific content
--memory level
--recite and recall
if the content for students
to remember is a
sequence of steps
This does not necessarily
mean that there is only “one
right answer.”
in a procedure
Behavioral Constructs
doesn’t necessarily show
focuses on students ability to long-term comprehension
extract and interpret meaning
from expressions
determining the implicit or
Cognitive Domain
explicit meaning of a message
Intellectual
Comprehension
of a
Communication
Mode
focuses on the
student’s ability
to RECEIVE
messages;
checks HOW
the student is
getting
information
Message
focuses on
student’s
ability to
interpret the
meaning;
paraphrasing
Conceptualization
Relationship
Example/
Nonexample
Application
deals with higher
levels of thinking
--rationalization
Beyond
Application
Behavioral Constructs
Cognitive Domain
Intellectual
Comprehension
of a
Communication
Mode
Message
Conceptualization
Relationship
student discovery of
why a particular
relationship exists
Application
Example/
Nonexample
student
distinguishes an
example of a
particular concept
from a non-example
Beyond
Application
use of inductive reasoning
Ex:// Conceptualization of a
Relationship
Steps to “solving:”
1. The child has to
recognize that the
image in the left
column.
2. The child has to
recognize this image
begins with a “b”
sound.
3. The child has to
recognize the images to
the right.
4. The child has to
recognize that one of
these images does not
begin with a “b” sound.
Ex:// Conceptualization of a
Relationship
What if the child selects
this option?
What might this answer tell
you about the child?
Some Possibilities:
1. The child doesn’t know
beginning sounds.
1. The child thinks that this
is a “magazine,” and that
the second item is “bluntedge scissors.”
3. The child’s experience
may not include items that
are depicted or may
include different
identifying words for these
images.
Ex:// Conceptualization:
Example/Non-example
Steps in “solving” the task:
1. Determine which shapes are
circles.
2. Color them “red.”
3. Repeat with next shape and
color.
How many circles
are there?
ANSWER: 7
Behavioral Constructs
Cognitive Domain
Intellectual
Comprehension
of a
Communication
Mode
Message
Conceptualization
Relationship
Example/
Nonexample
Application
Beyond
Application
use deductive reasoning to
determine HOW to solve a
specified problem
requires student to decide
how to utilize, if at all, a
particular concept,
relationship, or process to
solve a problem
Ex:// Application
Steps to “solving”:
1. The student has to
recall the correct rules
for capitalization which
he or she has learned.
2. The student has to
determine which of the
rules for capitalization,
if any, apply in the
sentence provided.
A. Are the capitals
that are utilized in the
given sentence done so
following a given rule?
B. Are there any
sentences that don’t
utilize capitals in places
specified by a rule?
Behavioral Constructs
Cognitive Domain
Intellectual
Comprehension
of a
Communication
Mode
Message
Conceptualization
Relationship
Application
Beyond
Application
Example/
Nonexample
focuses on a student’s utilization of creative
and analytical thinking to examine,
produce, or judge content
includes Bloom’s Taxonomy components of
analysis, synthesis, and evaluation
Ex:\\Beyond Application
Steps to “solving”:
1. Students need to read the given text and
distinguish where ideas (sentences)
begin and where they end. [evaluation
and synthesis]
*Doing this requires careful and
repeated reading as some words or
phrases might end a sentence or begin
the next. A decision as to which
enhances or best expresses intended
meaning must be made.
2. Students have to analyze which words
may need capitals. All rules would
need to be considered and decisions
made as to which are appropriate in the
given text.
3. Students have to analyze which
punctuation mark is appropriate for the
sentences they have identified.
Behavioral Constructs
Affective Domain
Appreciation
Willingness-to-Act
Willingness-to-Advocate
Behavioral Constructs
Psychomotor Domain
Voluntary Muscle
Capability
Ability to Perform
a Specific Skill
Behavioral Constructs
Cognitive Domain
Knowledege
Simple
Knowledge
Knowledge of
a Process
Affective Domain
Intellectual
Comprehension
of a
Communication
Conceptualization
Application
Appreciation
Voluntary Muscle
Capability
Willingness-to-Act
Ability to Perform
a Specific Skill
Beyond
Application
Willingness-to-Advocate
Mode
Relationship
Message
Example/
Nonexample
Psychomotor Domain