Cognitive areas of the region related aspects of intellectual or thinking / reasoning consists of:

1. Knowledge (knowledge)

Knowledge is the cognitive aspect of the lowest but the most basic. With the knowledge of individuals can recognize and recall an object, the idea of procedures, concepts, definitions, names, events, years, lists, formulas, theories, or conclusions.

Viewed from a known object (content) knowledge can be classified as follows:
1. Knowing something in particular:
• Knowing the terminology that is associated with known or recall a particular term or concept expressed in the form of symbols, both verbal and non-form verbal.
• Know specific facts that identify or recall dates, events, and people places, sources of information, past events, a particular culture, and the features that appear from a certain natural conditions.

Knowing about how to process or do something:
• Know how to summon a habit or an idea or experience
• Knowing the sequence and trends of the process, direction and movement of a phenomenon or phenomena related to time.
• Know the classification or introgation. Knowing the class, group, device or structure used in a particular field, or process anything.
• Know the criteria used to identify the facts, principles, opinions or treatment.
• Knowing the methodology, which means the device, is used to search for, find or solve problems.
• Knowing the things that are universal and abstract in certain areas, namely ideas, charts and patterns used to organize a phenomenon or the mind.
• Know principles and generalizations
• Know the theory and structure.

2. Understanding (comprehension)

Understanding or be referred by this the term also understand the mental activity of organizing intellectual material that has been known. The findings derived from knowing such a definition, information, events, facts rearranged in existing cognitive structures. These findings are accommodated and then assimilated into existing cognitive structures, thus forming new cognitive structures. Levels in this understanding include:
• translation of certain symbols change into other symbols without changing the meaning. Suppose the symbols in the form of words turned into pictures, charts or graphs;
• explain the meaning of the interpretation contained in the symbols, whether in the form of a symbol of verbal and non verbal. Someone can be said to have been able to interpret about a particular concept or principle, if he has been able to distinguish, or the compare with anything else. Example someone can be said to have understood the concept of “motivation” and he has been able to distinguish the concept of “motivation to learn”; and
• Extrapolation; of seeing trends, directions or continuation of an invention. For example, the students faced a series of numbers 2, 3, 5, 7, 11, with Traffic the exploration was would say the numbers are 13 and 6 to 7 is 19. To be like that, first find what working principle of the five numbers is. If it is found that the five numbers is the sequence of prime numbers, then can be expressed by these principles.

3. Application (application)

Using knowledge to solve problems or apply knowledge in everyday life. Someone said to master this ability if he can give examples, use, classify, use, complete and identify things the same. Example, used when first introduced to train farmers in America; they tried to give a suitable name for such transport. The only means of transportation which are well known at the time was the horse. For them, remember horse transportation. With this understanding, then they give names to train horses with iron (iron horse). This shows how they apply the concept to a new discovery.

4. Decomposition (analysis)

Specify the parts of a problem and shows the relationships between these parts see the causes of an event or to give the arguments that support a statement.
Bloom argued in detail three types of analysis capabilities, namely:
1. Analyzing elements:
• the ability to see the assumptions that are not explicitly stated in a declaration
• the ability to distinguish fact from hypothesis.
• The ability to distinguish between factual statements with a normative statement.
• Ability to identify the motives and behavior mechanism to distinguish between individuals and groups.
• The ability to separate the conclusion from statements that support it.

2. Analyzing relationships
• the ability to see a comprehensive interrelation between ideas with ideas.
• The ability to recognize specific elements that justify a statement.
• The ability to know the facts or the essential assumptions underlying any opinion or thesis or arguments that support it.
• Ability to ensure consistency with the information hypothesis or assumptions.
• Ability to analyze the relationship between the statements and arguments in order to distinguish the relevant statements which are not.
• The ability to detect things that are not logical in an argument.
• The ability to identify causal relationships and the elements that are not essential and important in the historical calculations.
3. Analyze the principles of organization
• the ability to decipher between the materials and equipment
• the ability to recognize shapes and patterns of art in order to understand its meaning.
• The ability to know the purpose of the author of a paper, or point of view and feelings characteristics that can be obtained in his work.
• The ability to see the techniques used in assembles persuasive materials such as advertisements and propaganda.

5. Integrating (synthesis)

Combine, mix, or assemble a variety of information into a single conclusion or become a new thing. Inductive ability and convergent thinking is characteristic of this ability. Example: select a tone and rhythm, and then join them that become new composition, giving an appropriate name for a new invention, created the organization logo.

6. Assessment (evaluation)
Consider, evaluate and make decisions right and wrong, good-bad, or useful – not useful based on certain criteria both qualitative and quantitative. There are two criteria used justification, namely:
• Justification based on internal criteria; is done with attention to consistency or precision in logical order of elements in the observed object.
• Justification based on external criteria; based on criteria that originate outside of the observed object. Such as compliance with public aspirations or conformity with the needs of users.

Behavior, Cognitife Beahvior, Education, Education Method, Individual Regions, Taxonomy