ABSTRACT
The educational objectives described in the taxonomy were in a behavioural form and were seen as being consistent with relevant and accepted psychological principles and theories. The emphasis was on obtaining evidence on the extent to which desired and intended behaviours were learned by students. Bobbitt and Charters were recommending a behavioural approach to curriculum design, founded on the specification of educational objectives. Equally important, the psychological relationships within the taxonomy were seen as forming a basis for psychological investigations to shed light on changes in the learner's behaviour. Motor skills require the execution of muscular movements, although a more comprehensive term is 'psychomotor' skills because of the necessary co-ordination of bodily systems. The instructor would point out a component on a diagram and ask what effect it would have on the system if it failed. It concerns students who were learning how to operate and repair a large, complex electronic system.
