Sleep deprivation significantly impairs a range of cognitive and brain function, particularly episodic memory and the underlying hippocampal function. However, it remains controversial whether one or two nights of recovery sleep following sleep deprivation fully restores brain and cognitive function. In this study, we used functional magnetic resonance imaging (fMRI) and examined the effects of two consecutive nights (20-hour time-in-bed) of recovery sleep on resting-state hippocampal connectivity and episodic memory deficits following one night of total sleep deprivation (TSD) in 39 healthy adults in a controlled in-laboratory protocol. TSD significantly reduced memory performance in a scene recognition task, impaired hippocampal connectivity to multiple prefrontal and default mode network regions, and disrupted the relationships between memory performance and hippocampal connectivity. Following TSD, two nights of recovery sleep restored hippocampal connectivity to baseline levels, but did not fully restore memory performance nor its associations with hippocampal connectivity. These findings suggest that more than two nights of recovery sleep are needed to fully restore memory function and hippocampal-memory associations after one night of total sleep loss.

Why are some entrepreneurs more successful than others? This question is foundational to entrepreneurial education but answers remain elusive. It is argued here that three Cs in part hold the key: curiosity, creativity, and commitment. The world's most successful entrepreneurs are curious about improving society, they are creative in developing innovative ideas, and they are committed to their task. This commentary develops an initial model of how basic personality traits lead to these three core characteristics which in turn can help lay the foundation for entrepreneurial success. Theoretical perspectives and empirical findings are integrated to provide proof of concept for this entrepreneurial model. Educational programs that can enhance curiosity, creativity, and commitment in the context of business learning and practice are outlined. Limitations in the degree of support for this model are outlined, together with directions for future research. A major gap in our understanding of entrepreneurial success which needs to be addressed consists of the need for experimental research to demonstrate causality in both research and educational contexts. From an educational standpoint, development of training programs to operationalize success by enhancing these core characteristics will be critical for developing a new cadre of successful entrepreneurs.

No abstract