Applying a connectionist description of feedback timing

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.     

To explore or to exploit? An empirical investigation of acquisitions by large incumbents

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.     

Wissenschaft bewegt Sport bewegt Wissenschaft

According to Kuhn (1977) a paradigm and institutionalization are the two constitutive pillars of a science. In this article it is examined how the two pillars of sports science, namely the paradigm of interdisciplinarity and the institutionalization of the field, have developed over the course of the last 30 years. The focus is on the problems in the practical application of an interdisciplinary framework as well as how these problems can be solved. The further discussion is on how an interdisciplinary sports science parallel to work within single disciplines, can (and should) be further institutionalized. This contribution is an elaboration of an introductory lecture presented by the author at the conference “Sportwissenschaftlicher Hochschultag” in Halle, 2011.