Introduction: The study tries to verify the effect of the didactic strategy of experiential stimulation in the assimilation of contents and the reconstruction iconic features (facts, concepts and procedures) on the health in the work (HW), based on the cognitive perspective pheno-menongraphicand of the psychophysiologic learning of anchorages and resettings. Method: 125 university students from the National Agrarian University of the Forest (Peru) participated (age 18-20 years old, 49 % males, 51 % females), 100 belonged to the group of intervention (four levels) and 25 to the group of reference (GR). The experimental design was totally random of an independent variable with pre and post test. To evaluate the assimila-tionn variable of contents on HW, they used the test of academic performance ARIST composed by eight factors (80 questions with four alternatives of responces each one). Results: According to the analysis of variance and of contingencies, the studied variables present significant differences in favour of the levels of treatment of the group of intervention with regard to the GR. Joining systematicly the technologies of existential stimulation they are achieved to strengthen results. Discussion and conclusions: There is demonstrated the importance of socializing the existential technologies of phychic stimulation that promote the semiotic thoughts as habit of study; to improve the superior education, strengthening the competences for the self learning as the skills "to learn to learn", and consistently to raise the performance in the professional practice of the HW, and to achieve major implication between teachers and students. © Education & Psychology I+D+i and Editorial EOS (Spain).