Using the Dynamic Infrastructure of Mind as a More Effective Way for First Language Acquisition

Abstract

A general processing mechanism, fundamental for the computational properties of the cognitive architecture, called the Dynamic Infrastructure of Mind (DIM) is imported from an experimental application of mathematics teaching and learning in primary schools to the study of mother tongue in early secondary school. The proved fact that the input cognitive systems have an operational specificity, and that the intellectual resources are based on operations (not on information) justifies this approach. The results of the experiment conducted under different conditions compared to the previous one confirm its main conclusion: learning by enabling the dynamic infrastructure of mind is functional. This activation can become a working style that determines successful learning, especially in the qualitative side. By the increased ability to creatively solve a variety of problems, and by training the bootstrapping capacity, the students manage to transform themselves from passive receivers into active agents. As a consistent result, the students of our sample showed awareness of the learning operations.