**3.1. The search for feeling good**

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 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

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

To investigate an answer to this question, we considered a sample of students who take the course of Classical Mechanics Laboratory parallel to the theoretic class of Classical Mechanics. These subjects are dictated by a higher education institution for students of the Common Plan of the Engineering area. The sample is constituted by 240 students distributed in five theoreti-

The collaborative learning process that is analyzed relates to the Classical Mechanical Laboratory courses whose content base of 12 experimental activities, each of 90 minutes, programmed during a semester. A "typical" laboratory course was formed by 12 students, which grouped into four teams of three students each. The creation of teams of only women, only men, and mixed were encouraged to study, also, the relationship between gender and learning in science. The selection of the courses is made without any other a priori criteria (notes, social origin, and others). The achievement of significant learning is examined through laboratory reports developed and delivered periodically by the teams of students for each activity

plus two cumulative tests with questions about alternatives and development.

the world and themselves [6].

44 Behavior Analysis

in the induction of behavior patterns?

cal courses, with an average of 40 students.

**2. About the study sample**

some extent, gives the pattern to the title of this chapter:

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 unpredictable events is positive.

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.
