What is NOT a part of the taxonomy of cognitive learning objectives?

In the context of cognitive learning objectives, the primary focus is on the processes of acquiring, understanding, applying, analyzing, evaluating, and creating knowledge. The taxonomy often referenced is that developed by Benjamin Bloom, which outlines levels of cognitive skills ranging from basic knowledge recall to higher-order thinking.

The first three options—receiving, remembering, and creating—align with this framework. Receiving refers to the ability to perceive and acknowledge information, remembering involves recalling previously learned information, and creating relates to synthesizing information to generate new ideas or products. These components fit within the recognized categories of cognitive learning outcomes as they describe the progression of cognitive development.

On the other hand, characterization by value does not specifically pertain to the cognitive learning objectives taxonomy. This term is more associated with affective learning domains, which deal with emotions, attitudes, and values rather than cognitive skills. Thus, this option does not belong to the classifications that describe cognitive learning objectives, making it the correct response to the question.