ERRORLESS
LEARNING
Partial
Abstract Collection
J Clin Exp Neuropsychol.
2003 Sep;25(6):805-14. Related Articles, Links
Implicit
learning in memory rehabilitation: a meta-analysis on errorless learning and
vanishing cues methods.
Kessels RP, de Haan
EH.;R.Kessels@fss.uu.nl
The objective of this study was to
present a quantitative review on the treatment effects of memory rehabilitation
techniques based on intact implicit learning capacity in amnesic patients, that
is, errorless learning and the method of vanishing cues. English-language
journal articles focusing on these rehabilitation techniques were examined
using MedLine (1966-2002) or PsychInfo
(1887-2002), as well as additional papers listed in the references of these
articles. Studies had to meet the following inclusion criteria: (1) original
data were reported, (2) memory rehabilitation was studied in memory-impaired
patients, (3) a control intervention was included, (4) exact scores were listed
for both intervention conditions, or the exact statistics were presented.
Studies were classified on the basis of the to-be-learned material and the
method of intervention (errorless learning, vanishing cues, control intervention),
patient characteristics were determined, and the tasks that were used were
taken into account. Effect sizes and variances were computed for each
individual study compared to control treatment using within-group statistics. A "large" and statistically significant
ES was found for errorless learning treatment, but no significant ES was
demonstrated for the vanishing cues method. The results of the present study
show that the errorless learning technique is effective in amnesic patients.
The effects on the vanishing cues method are only small (and nonsignificant).
Age Ageing. 2003 Sep;32(5):529-33.
Mnemonic
strategies in older people: a comparison of errorless and errorful
learning.
Kessels RP, de Haan EH.; r.kessels@fss.uu.nl
OBJECTIVE: To compare the efficacy
of errorless and errorful learning on memory
performance in older people and young adults. METHODS: Face-name association
learning was examined in 18 older people and 16 young controls. Subjects were
either prompted to guess the correct name during the presentation of
photographs of unknown faces (errorful learning) or
were instructed to study the face without guessing (errorless learning). The
correct name was given after the presentation of each face in both task
conditions. Uncued testing followed immediately after
the two study phases and after a 10-minute delay. RESULTS: Older subjects had
an overall lower memory performance and flatter learning curves compared to the
young adults, regardless of task conditions. Also, errorless learning resulted
in a higher accuracy than errorful learning, to an
equal amount in both groups. CONCLUSIONS: Older people have difficulty in the
encoding stages of face-name association learning, whereas retrieval is
relatively unaffected. In addition, the prevention of errors occurring
during learning results in a better memory performance, and is perhaps an
effective strategy for coping with age-related memory decrement
Neuropsychologia. 2003;41(9):1230-40.
An
investigation of errorless learning in memory-impaired patients: improving the
technique and clarifying theory.
Tailby R, Haslam C.
In rehabilitating individuals who
demonstrate severe memory impairment, errorless learning techniques have proven
particularly effective. Prevention of errors during acquisition of information
leads to better memory than does learning under errorful
conditions. This paper presents results of a study investigating errorless
learning in three patient groups: those demonstrating mild, moderate, and
severe memory impairments. The first goal of the study was to trial a new
version of errorless learning, one encouraging more active participation in
learning by patients via the use of elaboration and self-generation. This
technique led to significantly better memory performance than seen under
standard errorless conditions. This finding highlights the value of encouraging
active and meaningful involvement by patients in errorless learning, to build
upon the benefits flowing from error prevention. A second goal of the study was
to clarify the mechanisms underlying errorless learning. Memory performance
under errorless and errorful conditions was compared
within and across each group of patients, to facilitate theoretical insight
into the memory processes underlying performance. The pattern of results
observed was equivocal. The data most strongly supported the hypothesis that
the benefits seen under errorless learning reflect the operation of residual
explicit memory processes, however a concurrent role for implicit memory
processes was not ruled out.
J Neuropsychiatry Clin Neurosci. 2003 Spring;15(2):130-44.
A
critical review of memory stimulation programs in Alzheimer's disease.
Grandmaison E, Simard M.
Geriatric
Neuropsychology Laboratory, School of Psychology, Universit
de Moncton, Moncton, New
Brunswick, Canada. eric.grandmaison@gnb.ca
The authors describe the memory
stimulation programs used in the treatment of Alzheimer's disease (AD) and
review their efficacy. Visual imagery, errorless learning, dyadic approaches,
spaced retrieval techniques, encoding specificity with cognitive support at
retrieval, and external memory aids were the memory stimulation programs used
alone or in combination in AD. Preliminary evidence suggests that the
errorless learning, spaced retrieval, and vanishing cues techniques and the
dyadic approach, used alone or in combination, are efficacious in stimulating
memory in patients with AD.
Psychol Med. 2003 Apr;33(3):433-42.
Does
'errorless learning' compensate for neurocognitive impairments in the work
rehabilitation of persons with schizophrenia?
Kern RS, Green MF, Mintz J, Liberman RP.
BACKGROUND: Because neurocognitive
impairments of schizophrenia appear to be 'rate limiting' in the acquisition of
skills for community functioning, it is important to develop efficacious
rehabilitative interventions that can compensate for these impairments.
Procedures based on errorless learning may facilitate work rehabilitation
because they effectively automate training of work and other skills, thereby
reducing the cognitive burden on persons with schizophrenia. METHOD: The
present study examined the ability of a training method based on errorless
learning to compensate for neurocognitive deficits in teaching two entry-level
job tasks (index card filing and toilet-tank assembly) to a sample of 54
unemployed, clinically stable schizophrenic and schizoaffective disorder
out-patients. Participants were randomly assigned to one of two training
groups, errorless learning v. conventional trial-and-error type instruction.
Prior to randomization, all subjects were administered a neurocognitive
battery. Job task performance was assessed by percentage accuracy scores
immediately after training. RESULTS: For three of the six inter-relationships
among neurocognitive functioning and training condition, the pattern was the
same: the errorless learning group scored high in job task performance
regardless of neurocognitive impairment, whereas the conventional instruction
group showed a close correspondence between job task performance and degree of
neurocognitive impairment. CONCLUSIONS: These findings support errorless
learning as a technique that can compensate for neurocognitive deficits as they
relate to the acquisition of new skills and abilities in the work
rehabilitation of persons with schizophrenia.
J Autism Dev Disord. 2003 Oct;33(5):519-26.
Sequential evaluation of reinforced compliance and graduated
request delivery for the treatment of noncompliance in children with developmental
disabilities.
Ducharme JM, Harris K, Milligan K, Pontes E.
Department of Human Development and Applied Psychology,
Errorless compliance training is a
recently developed approach that has been demonstrated to be effective in
treating severe oppositional behavior in children. In conjunction with several
ancillary techniques, the approach comprises two fundamental components:
reinforcement for child compliance and delivery of requests in a four-level
hierarchy, from requests that yield high levels of compliance to those that
yield low levels. To determine the relative contribution of each component,
four children with developmental disabilities and severe oppositional behavior
were observationally assessed in baseline and then treated using reinforcement
following each instance of compliance to parental requests. Following this
first treatment phase, we used the graduated request hierarchy in conjunction
with reinforced compliance. Results indicated that use of reinforcement for
compliance in isolation was ineffective in bringing about clinically
significant improvements in child compliance. The addition of the graduated request
hierarchy appeared to be associated with substantial changes in child
compliance that maintained in follow-up assessments.
Neuropsychologia. 2003;41(9):1230-40.
An
investigation of errorless learning in memory-impaired patients: improving the
technique and clarifying theory.
Tailby R, Haslam C.
In
rehabilitating individuals who demonstrate severe memory impairment, errorless
learning techniques have proven particularly effective. Prevention of errors
during acquisition of information leads to better memory than does learning
under errorful conditions. This paper presents
results of a study investigating errorless learning in three patient groups:
those demonstrating mild, moderate, and severe memory impairments. The first
goal of the study was to trial a new version of errorless learning, one
encouraging more active participation in learning by patients via the use of
elaboration and self-generation. This technique led to significantly better
memory performance than seen under standard errorless conditions. This finding
highlights the value of encouraging active and meaningful involvement by
patients in errorless learning, to build upon the benefits flowing from error
prevention. A second goal of the study was to clarify the mechanisms underlying
errorless learning. Memory performance under errorless and errorful
conditions was compared within and across each group of patients, to facilitate
theoretical insight into the memory processes underlying performance. The
pattern of results observed was equivocal. The data most strongly supported
the hypothesis that the benefits seen under errorless learning reflect the
operation of residual explicit memory processes, however a concurrent role for
implicit memory processes was not ruled out.
J Neuropsychiatry Clin Neurosci. 2003 Spring;15(2):130-44.
A
critical review of memory stimulation programs in Alzheimer's disease.
Grandmaison E, Simard M.
Geriatric
Neuropsychology Laboratory, School of Psychology, Universit
de Moncton, Moncton, New
Brunswick, Canada. eric.grandmaison@gnb.ca
The authors describe the memory
stimulation programs used in the treatment of Alzheimer's disease (AD) and
review their efficacy. Visual imagery, errorless learning, dyadic approaches,
spaced retrieval techniques, encoding specificity with cognitive support at
retrieval, and external memory aids were the memory stimulation programs used
alone or in combination in AD. Preliminary evidence suggests that the errorless
learning, spaced retrieval, and vanishing cues techniques and the dyadic
approach, used alone or in combination, are efficacious in stimulating memory
in patients with AD.