Location-specific perceptual learning can be rendered transferrable to a new location with double training, in which feature training (e.g., contrast) is accompanied by additional location training at the new location even with an irrelevant task (e.g. orientation). Here we investigated the impact of relevancy (to feature training) and demand of location training tasks on double training enable...

Absorptive capacity confers an ability to recognize the value of new information, assimilate it and apply it to commercial ends. It is well believed that the stronger absorptive capacity means the greater competitive advantage. However, this perception of firms’ knowledge transferring seems to misunderstand real learning due to three characteristics of absorptive capacity: path dependence, rela...

Earlier models for the self-organization of orientation preference and orientation selectivity maps are explicitly designed to reproduce the functional structures observed in cortical tissue. They mostly use formal though biologically motivated implementations and artifical assumptions to achieve this result. In particular, orientation selective cells are usually encoded by doubling the orienta...

Visual perceptual learning is known to be location and orientation specific, and is thus assumed to reflect the neuronal plasticity in the early visual cortex. However, in recent studies we created “Double training” and “TPE” procedures to demonstrate that these “fundamental” specificities can be decoupled from perceptual learning and that learning can completely transfer to a new location or o...

In this longitudinal study, the authors introduced goal orientation theory to the study of cross-cultural adjustment. The authors examined relationships among dispositional goal orientation, domain-specific self-efficacy, and cross-cultural adjustment. Results indicated that a learning orientation was positively related to sojourners' academic and social self-efficacy, whereas a performance ori...

The current study investigated the effects of interruption complexity and timing on learning and selfregulation, during computer-based training. Self-regulatory learning processes of self-efficacy, meta-cognition, and affect were examined as mediators, and cognitive ability and goal orientation were examined as moderating influences. Interruptions that occurred earlier in training and that were...

Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacherto learner-centered pedagogies, from inputto output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities...