The interaction between logical-structural learning (L) and content learning (C)

Abstract

The logical structural learning and the learning of contents are two constructivist operators which are involved in the resolution of problems in an uneven but complementary way. An indirect checking of this hypothesis is confirmed when we observe the different behavior of men and women in three tasks wheter these tasks are displayed in different ways by these two operators. In situations where operator (C) is dominant women tend to have a better performance than men. However, when (L) is the dominant operator no clear differences between both groups are detected.