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Successfully retrieving information protects it against later forgetting. Failed retrieval attempts are also beneficial if followed by study of corrective feedback. To explain both of these findings, researchers have proposed the "mediation hypothesis." In the case of learning from corrective feedback, initial errors may serve as mediators, becoming associated with the corrective information and assisting with recall of that information during later retrieval attempts. A simple prediction follows: reminding learners of their initial errors should improve their recall of the corrections. We tested this prediction with a set of 3 experiments. In Experiment 1, participants learned cue-target word pairs (e.g., "cactus-point") by reading or by incorrectly guessing target words before viewing corrective feedback. Immediately afterward, participants were equally good at recalling targets from the cue alone, the cue plus their own guess, or the cue plus a guess made by another participant. Experiment 2 produced similar results when the retention test was delayed by 24 hr. In Experiment 3, participants instead learned word triplets having a mediational relationship through preexisting associations (e.g., "film-star-galaxy"). Here, reminding participants of a genuine mediator greatly improved target recall, supporting the validity of our cueing procedure.

Review is often more effective when it involves deliberate memory retrieval. However, this advantage may depend on a high rate of retrieval success; students who are less capable with the material may be better served by another activity. In our study, year 9 geography students listened to factual information, then reviewed some of it with a retrieval practice and feedback activity, some with a reading activity and left some unreviewed. We also manipulated the presence of hints during review--hints can affect the rate of retrieval success during practice and are relatively easy for teachers to provide. When tested 1 week later, most students showed a benefit of retrieval practice, even those who had performed poorly during review. There was also some evidence that hints improved learning when they made retrieval practice easier. Our findings suggest that retrieval practice, properly implemented, is advantageous for students of all ability levels.

Purpose: The present study investigated whether or not the benefits of interleaving of exemplars from several categories vary with retention interval in inductive learning. Methodology: Two experiments were conducted using paintings (Experiment 1) and textual materials (Experiment 2), and the experiments used a mixed factorial design. Forty students participated in each experiment for course credit. In each experiment, participants studied a series of exemplars from several categories which were presented massed and interleaved, and later their induction was tested either shortly after the study phase (short-term retention) or after a week's delay (long- term retention). Findings: Consistent with findings from previous studies, the interleaving effect was found in the short-term retention condition, and crucially, the present study provided the initial evidence that interleaving of exemplars also affected long-term retention. Interestingly, massing was judged to be more effective than spacing (interleaving) in most groups, even when actual performance showed the opposite. Significance: The present study shows that interleaved exemplars have considerable potential in improving inductive learning in the long term. For example, induction is used in case-based reasoning which requires one to start with learning from specific cases, and then form generalizations of these cases by identifying the commonalities between them. In order to enhance long-term retention, educators may want to consider using interleaved presentation rather than massed presentation in teaching examples or cases from a particular category or concept.

"Bridge supervision" occurs when the connection between manager and boss is a network bridge between separate social worlds. Improved communication technology has facilitated the use of bridge supervision, so manager and boss can easily interact by audio or onscreen as a pair of people disconnected from surrounding colleagues—but at what cost to the manager, or to effective management? We argue that bridge supervision affects the way in which managers play their role, but not how well the role is played. We find clear support for the argument in a traditional corporate hierarchy. Managers operating under bridge supervision exclude the boss from their work discussions and are conservative in expressing emotion. Behavioral correlates notwithstanding, compensation and good ideas have their familiar association with network brokerage independent of bridge versus embedded supervision. In sum, bridge supervision affects manager style, but not performance. We conclude this paper by discussing the implications of our findings for future research. [ABSTRACT FROM AUTHOR]

In this paper, we adopt a dynamic perspective on networks and creativity to propose that the oft-theorized creative benefits of open networks and heterogeneous content are less likely to be accrued over time if the network is stable. Specifically, we hypothesize that open networks and content heterogeneity will have a more positive effect on creativity when network stability is low. We base our prediction on the fact that, over time, network stability begets cognitive rigidity and social rigidity, thus limiting individuals' ability to make use of the creative advantages provided by open networks and heterogeneous content. On the contrary, new ties bring a positive "shock" that pushes individuals in the network to change the way they organize and process knowledge, as well as the way they interact and collaborate--a shock that enables creators to accrue the creative advantages provided by open network structures and heterogeneous content. We test and find support for our theory in a study on the core artists who worked on the TV series Doctor Who between 1963 and 2014. [ABSTRACT FROM AUTHOR]

This paper examines the link between the social networks surrounding business leaders and temporal myopia in strategic planning. Specifically, we hypothesize that processes characteristic of being embedded in a closed network are associated with a lack of foresight and a tendency to neglect long-run strategic planning. Using a probability sample of 700 CEOs in China, we showthat network closure is associatedwith temporalmyopia, which is evidenced in various measures of business planning. We show that managers embedded in closed networks are less experienced in long-run planning and are also less successful in implementing long-run business plans. Our contribution to the literature is twofold: we add a network perspective to the literature on temporal myopia in strategic management and, more significantly, by grounding temporal myopia in the network surrounding a person, we separate temporal myopia fromthe person. Myopia emerges from the social situations we create or in which we find ourselves. [ABSTRACT FROM AUTHOR]