The "Taxonomy of Educational Objectives: II, Affective Domain," which was published in 1964, is examined. The study was undertaken to: (1) determine what alternatives to the idea of the process of internalization and the focus on values used in the taxonomy are suggested by present psychological theories; and (2) assess the implications of these alternatives for educational measurement. Examples are provided of theories that have been used in current research in mathematics teaching and learning. Cognitive, constructivist, and social interaction perspectives are outlined briefly; and domain-specific theories and research falling within the categories of directed cognition and intentionality are reviewed. Theories regarding intentionality include those addressing beliefs, motivations, and attributions. It is concluded that, at the outset, the idea of a structure underlying the affective domain was essential to the taxonomy. This internalization principle had a simplifying effect, although no single psychological theory can be found to cover the entire affective domain. It is argued that it is best to retain the psychological constructs that appear in active areas of research and incorporate them in subject matter and activity settings to link them to instructional planning. A 63-item list of references and four tables are included. (TJH)