Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 747 de 957
Aims
It is expected to prove the specific hypothesis of an existing positive correlation between
learning speed (LS), and mind power (MP); and a negative one between learning speed
and mind resistance (MR), as shown in the following formula (1).
Hence learning speed should increase on a subject with a high punctuation on mind
power, and should decrease on someone that shows high punctuation on mind resistance.
Also, as already indicated, in this expected individuals a given course will differs as to
these variables.
The following assumptions have guided the measurements:
• It is possible to design an apply instruments for measuring mind power
• It is possible to design an apply instruments for measuring mind resistance
• It is possible to design an apply instruments for measuring learning speed
• There is a positive correlation between LS and the ratio between MP and MR
Theoretical framework
A basic model to explain cognitively tasks achievement is the one below (Figure 1). It
emphasizes on the biological substratum, knowledge and experience. The biological
substratum is the biological base of the brain; it provides the energy and the physicalchemical
processes that are necessary for
cognition. “Knowledge” has been described largely; and “experience” refers to the practice
of the ability, as in other cases, the more a task it’s practiced, the greater the ability.
Figure 1. Basic model to explain cognitively tasks achievement.
The three leading concepts in this research: mind resistance, mind power and learning
speed are explained on the following paragraphs.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011