Proximity and learning: evidence from a post-WW2 intellectual reparations program
利用英国二战后拘留和审讯德国工业专家的独特数据，研究发现认知邻近性对互动学习的作用大于社会与制度邻近性，且拘留经历提高了发明者与英国合作的可能性及专利产出。
Abstract Prior work indicates that proximity facilitates learning, but proximity reflects individual choices. New data on a British post-World War 2 program to detain and interrogate German industrial experts allow us to minimize selection bias and to disentangle individual dimensions of proximity. Our empirical analysis of post-detention patenting activities suggests that cognitive proximity was more important for interactive learning than social and institutional proximity. Detention in the UK increased inventors’ subsequent likelihood of interacting with UK partners as well as their post-detention patent output.