Learning is a progressive aspect that undergoes several stages of knowledge acquisition. The learning process must be repeated over time to establish a strong memory so that we can easily apply the concepts we have learned to solve problems (Verfaellie, LaRocque & Rajaram, 2010). As people build concepts, they develop abilities to solve problems from one level to another. Some people seem to solve problems better than others do. Take for example a class of students taught and examined by the same teacher. The results of those students in a mathematical, social or language test will be different. This reflects the inherent difference in problem-solving even when subjected to the same stimuli repeatedly (Brem, Ran & Pascual-leone, 2013).
It is practically impossible to swim at first attempt without making some mistakes. The process must be learned. Take for example a capsized boat. The ability to get out of the danger of drowning will depend on each person's ability to swim. This must have been learned prior to the problem since some can swim well over others. The main argument here is that an individual's abilities in solving problems are different based on their learning abilities and abilities to execute the lessons they have learned (Evans, 2012).
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A person's ability to solve problems is also influenced by other factors that are beyond our control. A person's genome has much to do with the intelligence than it has with the learning process. However, we cannot choose our intelligence ability except for our offspring. Science has proved that intelligence is hereditary and that determination of intelligence through a selection of partners is more practical than assortment for purposes such as psychology and personality (Plomin & Deary, 2015). The environment influences personality and psychological dispositions more. However, regardless of our inherited intelligence, the brain must learn only through education (Weigmann, 2013). Since our genetic makeups are different, we can only have different abilities in solving problems. This explains why some people are good at something while others cannot get it done.
References
Brem, A. K., Ran, K., & Pascual-leone, A. (2013). Learning and memory . In Handbook of clinical neurology (Vol. 116, pp. 693-737). Elsevier.
Evans, B. R. (2012). Editor’ s Perspective Article: Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers. Journal of the National Association for Alternative Certification, 7 (2), 34-43.
Plomin, R., & Deary, I. J. (2015). Genetics and intelligence differences: five special findings. Molecular Psychiatry, 20 (1), 98.
Verfaellie, M., LaRocque, K. F., & Rajaram, S. (2010). Benefits of immediate repetition versus long study presentation on memory in amnesia. Neuropsychology, 24 (4), 457.
Weigmann, K. (2013). Educating the brain: The growing knowledge about how our brain works can inform educational programmes and approaches, in particular, for children with learning problems. EMBO Reports 14 (2), 136-139.
