**1. Introduction**

When confronting the diverse experiences of daily life, the human being concludes on the ways of acting that are adequate to get away from unpleasant situations and that place him

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

in conditions of greater well-being and joy. The emotions are numerous and very complex that command the different ways of reacting. Thus, for example, when faced with an event or element that bothers us or that does not give us pleasure, we can react by moving away or try to find a solution or other strategies that translate into behaviors, which will change the situation that face. Of those diverse experiences and circumstances that a person has gone through, of the dissimilar emotions that have produced him and of the multitude of decisions that a person has taken, some left in the person more profound mark than others [1]. And it is by that experience and how we have reacted before it is that it becomes the basis of reference for multiple decisions in the future, and therefore, they go on to form the baggage of a person's behavior pattern. From the above, it is clear that emotions have an enormous influence on learning [2, 3]. Emotion plays an important cognitive role [4–6]: the knowledge of life and the universe is not only intellectual, since the subtle nuances of it are provided by emotion. In effect, emotions enrich human knowledge by broadening the background, too rigorous and symmetrical, of purely intellectual concepts. Emotions are the other way of knowing about the world and themselves [6].

The students correspond to their vast majority (90%) to the first family generation in entering

Initial Condition and Behavior Patterns in Learning Dynamics: Study of Complexity and…

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The abandonment of chaotic behavior is at the beginning of human life (and can be translated as loss of entropy), but chaos is inherent to the environment (in life itself), which interprets as the physiopathologic loss of the adaptive possibilities in the neuronal system. This abandonment is an aspect that is not considered or considered irrelevant in a development framework, human and institutional, symmetric or homogeneous, that assumes the predictability of the processes (according to a linear approach) as a norm [12]. From the perspective of human activity, the reduction, in the short term, of anguish, anxiety, stress, and the wear and tear of

Modern society has turned this search into a pattern, in which it pigeonholes everything it deems necessary and too often regardless of its falsity or truth. This imperative of linearity and symmetry, which seeks to minimize the costs associated with risks, informs us and shapes the meaning of the world [12] by skewing learning. It makes us see, in a noncommutative world, commutativity in events, in the manner of algebra and linear physics. Thus, life experience and teaching associate the built order with "feeling good" [12], encouraging and stimulating behaviors. It follows then that the uncertainty bias permeates all relational forms [13, 14]. The connectivity carried by this road will have stability in relatively short periods of time, collapsing due to unresolved tensions that are incubated in its interior (truth and falsehood). The prolongation in time of relational forms will necessarily require the intervention of elements either internal or external, which can interpret as the basis of mythical, mystical

conceptions [15] and of certain justifications that they misuse religion.

**3.2. The history of personal experiences in the development of behavior patterns**

Based on the experiences and how it reacted previously, experiences become the basis of reference for various future decisions: they constitute the stock of behavior patterns of a person. The construction and use of the contextualized initial condition seek to place these "certainties" in interdiction. Since everything life accepts and creates a bond, it will always be dependent. Two people who apparently do not need anything from each other could not form a relationship. The way in which the human being reacts, either his way of acting, feeling, or acting, is governed by a series of external guidelines, which society accepts. Much of the behavior of human beings is learned, that is, acquired through interaction with the community in which it grows and develops [16, 17]. This means that the various groups in which he has been interacting have transmitted his guidelines and behaviors to react to the stimuli he receives from the environment.

In the United States in the decade of the 1990, Chaos Theory was essentially used to solve or at least canalized racial and social conflicts that expressed in the form of school violence in schools that correspond to marginal environments, such as immigrant communities. It developed a

higher education.

**3. Initial condition: Facing stereotypes**

**3.1. The search for feeling good**

unpredictable events is positive.

The learning process should give value to facts, people, and situations, shaping the initial contextualized condition, according to its influence on emotionality, given its natural impact on the learning of people. This value assignment manifests itself, neurobiologically, in attentional and perceptual selection [7, 8]; in the selection that is remembered by long-term memory and in the perception that dispositions and attitudes are "felt" as more appropriate [9, 10]. The value assignment makes learning sustainable over time. Thus arises the question that, to some extent, gives the pattern to the title of this chapter:

Is it possible to construct mathematical indicators, appropriate to be measured, that inform about the sustainability [11] of a learning process and that consider the influence of emotions in the induction of behavior patterns?
