Learning linked to conscious comprehension

Learning linked to conscious comprehension and consistent with what’s being learnt is long lasting, especially if throughout the cognitive process there is also a correct feedback, meant to regulate and facilitate, which ultimately causes learning to take place in a shorter time, even more so, when used according to the purposed, objectives and motivations of the student.

During human learning, a holistic and systemic interpretation of behavioural factors and considering fairly internal variables by acknowledging they carry meaning, are undoubtedly important when it comes to didactics. These are the reasons why they need to be accounted for when developing teaching procedures or modalities, oriented to people who may not be able to have face to face interaction with the person responsible for conveying the information and developing pertinent abilities and skills.

As long as you are consistent with the factors we’ve pointed out, you’ll be able to affect the efficiency and efficacy of the learning process, according to the model that establishes the critical route: the shortest way with the best results quantity, quality and duration wise.

Is behavioral learning important?

Learning, due to its essence and nature, cannot be reduced and, let alone, explained on the basis of behaviorist and cognitive approaches. It cannot be thought of as a simple process where mechanical associations take place between the stimuli and the reaction to them. It isn’t merely determined by the ruling external conditions, where truly shaping interventions and numerous variables inherent to the internal structure, mainly of the student’s nervous system, are ignored.

It isn’t simply the connection between the stimulus and reaction, the conditioned response, the habit is, besides, what results of the interaction of the individual taking in the knowledge of certain aspect of the objective reality, along with its physical, chemical, biological and, most importantly, social environment.

Behavior and learning aren’t just consequences of environmental stimuli but the result of its reflection by a material and structure in which emotional state, interests and motivations have an impact. We insist, learning results as a consequence of interaction, in a specific time and place, of all the factors which we could think of as casual or decisive, in a dialectical and necessary fashion.

Cognition is a condition and a consequence of learning: the objective reality cannot be known or acted upon without having understood it, most of all, without mastery of the laws and principles that control its evolutionary change through time and space.

It’s paramount to insist on the fact that the characteristics and the perceptive distinctive features of the problem at hand become necessary conditions for its understanding, recreation and solution. While acquiring any type of knowledge, the organization of the information system, is equally relevant in order to achieve the desired purposes or objectives.