This article investigates how a motivational module can drive an animat to learn a sensorimotor cognitive map and use it to generate flexible goal-directed behavior. Inspired by the rat’s hippocampus and neighboring areas, the time growing neural gas (TGNG) algorithm is used, which iteratively builds such a map by means of temporal Hebbian learning. The algorithm is combined with a motivation module, which activates goals, priorities, and consequent activity gradients in the developing cognitive map for the self-motivated control of behavior. The resulting motivated TGNG thus combines a neural cognitive map learning process with top-down, self-motivated, anticipatory behavior control mechanisms. While the algorithms involved are kept rather simple, motivated TGNG displays several emergent behavioral patterns, self-sustainment, and reliable latent learning. We conclude that motivated TGNG constitutes a solid basis for future studies on self-motivated cognitive map learning, on the design of further enhanced systems with additional cognitive modules, and on the realization of highly adaptive, interactive, goal-directed, cognitive systems. The system essentially constructs a spatial reality. At the same time it learns to interact with this reality, driven by its internal motivations (Hullian drives).

This study analyzes the optimization of the cognitive map, as knowledge and understanding tool that complies with constructivist paradigm. The experiment carried out on a group of subjects, formed of students – future teachers within the University of Craiova has shown the advantages and disadvantages of the cognitive map in studying some of the subjects enclosed in the curriculum plan of the teaching training module. The results obtained by the students of the experimental group confirmed the research objectives and hypotheses. We succeeded in demonstrating the fact that using this tool in the activities developed with students contributes to the optimization of their school results. As well, it has also been confirmed the connection between the optimization of activities in pairs or small groups, based on collaboration, in a faster understanding of concepts of scientific contents and in solving some misunderstandings that the students had related to these contents. The results obtained lead at the same time to new perspectives in studying this subject related to academic learning.

Key words: teaching, constructivist paradigm, teaching-educative alternative, graphic organizers, cognitive map, independent activity, activity based on collaboration.