Diagnostics of task-solving learning capability

The functional approach to the determination of task-solving learning capability of students is worked out for the first time. The numerical measure of feedback between students and the system of management of learning activity is introduced. Learning capability is defined as susceptibility of feedback to the change of activity. Analitical dependence of learning capability on a task number is identified. Learning capability of students is experimentally analyzed. Density histogram of learning capability allocation and dispersion diagram in the limits of the tempo of labor efforts of actions and time of 103 students is formed. The connection of learning capability and tempo of labor efforts and time for solving a task is analyzed.