The study deals with five research questions: (1) is the Taxonomy of Education Objectives: Affective and Cognitive Domains a reasonable tool for use in stating and measuring attainment of objectives? (2) is the cognitive domain cumulative in social science subject matter? (3) does ability to operate at the various cognitive levels differ with intelligence? (4) is degree of affect cumulative? and (5) what is the relationship between affective and cognitive domains? The subjects, high school junior and senior girls enrolled in home economics classes, were selected from big city, small city, central rural, suburban and area vocational schools. The first question was answered affirmatively by personal teacher experiences of using the taxonomy. The data for the second question yielded very strong support of the cumulative nature of the cognitive domain. The findings for the third question show that students in each ability group were able to perform equally well at each of the seven cognitive levels. The fourth question data indicates no tendency of support for the inputed hierarchical structure of the affective domain. Analysis of the final question reveals no pattern of relationships. Also listed are implications for further study. (Author/MC)