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The economics of the Open University: A reply 总被引:1,自引:1,他引:0
Leslie Wagner 《Higher Education》1973,2(1):71-72
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Roy B. Clariana Daren Wagner Lucia C. Roher Murphy 《Educational technology research and development : ETR & D》2000,48(3):5-22
This investigation considers the effects of feedback on memory with an emphasis on retention of initial error responses. Based
on a connectionist model (Clariana, 1999a), this study hypothesized that delayed-retention memory of initial lesson responses
would be greater for delayed feedback compared to immediate feedback, that feedback effects will be greatest with difficult
items, and that there would be a disordinal interaction of feedback timing and item difficulty. High school students (n =
52) completed a computer-based lesson with either delayed feedback, single-try immediate feedback, or multiple-try immediate
feedback. There was a significant difference for type of feedback, with retention test memory of initial lesson responses
greater under delayed feedback than under immediate feedback. Also, instructional feedback effects varied depending on lesson
item difficulty. The findings indicate that a connectionist model can explain instructional feedback effects. 相似文献
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Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components. 相似文献
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Marcus Wagner 《Research Policy》2011,40(9):1217-1225
Innovation in high technology industries poses considerable challenges, frequently forcing firms to consider using acquisitions as a means of sourcing technology. This paper investigates such behaviour in a major high technology sector, namely the semiconductor industry. The paper focuses on differential effects of technology-related versus nontechnological acquisitions on exploratory and exploitative research and innovation. Most importantly, it confirms the important role of technology-related acquisitions for exploratory innovation. 相似文献
180.
Wolfgang W. Breckner 《Higher Education in Europe》2001,26(3):391-398
Both the ethnic history of Transylvania and the history of higher education in the region are traced, particularly the history of Babe y -Bolyai University of Cluj-Napoca, which dates back to 1541. Today, this institution is a trilingual university offering lines of studies in Romanian, Hungarian, and German, as enshrined in the university charter of 8 July 2000. The trilingual instructional system, which is described in some detail, works well even if Romanians constitute the dominant ethno-linguistic group in Transylvania. The author proposes the model of Babe y Bolyai University as a very suitable way to accommodate ethno-linguistic diversity in a united Europe. 相似文献