The purpose of this paper is to examine the relationships among market orientation, learning orientation, organizational innovation and organizational performance through a structural equation modeling approach. This study uses a sample of 143 companies in the Pearl River Delta region of China. Results show that (1) market orientation has no positive direct impact on organizational performance; (2) market orientation has a direct impact on learning orientation; (3) learning orientation has a direct impact on administrative and technical innovation; (4) market orientation has a direct impact on organizational innovation by learning orientation; (5) administrative innovation has a positive direct impact on organizational performance while technical innovation does not impact on organizational performance directly; (6) technical innovation has a positive impact on administrative innovation; (7) learning orientation has an indirect impact on organizational performance through influencing organizational innovation; (8) market orientation has impact on learning orientation, which has An empirical study in the Pearl River Delta region of China 223 an impact on organizational innovation, which in turn has an impact on organizational performance. Managerial implications are discussed, along with suggestions for further research.

In this article, a cognitive framework for observing learning activities based on human-computer coupling is proposed. The observation is based on the vectorization of a learning situation along with human-computer interaction factors. An evolutionary high-dimensional topology of learning cognitive flow is introduced for human-computer interaction. In addition, the authors have selected a tree topology as the topological structure of a low-dimensional learning space to process the observations for online learning. Furthermore, the mechanism for the BSM (brain cognitive body-situation of coupling-manifold of information) the coupling morphism is presented. The principle for the coupled observation of objects in a cognitive or learning manifold is proposed. Finally, a special system for teaching and learning is programmed to observe and evaluate learning and mental arithmetic training processes. This system not only provides students with a new ergonomic learning model but also records the students' learning processes. Thus, the teachers can summarize the knowledge points automatically rather than manually.