Relevant bibliographies by topics / Errorful learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Errorful learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Errorful learning"

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Lo, Eric Siu-Chung, Andus Wing-Kuen Wong, Andy Choi-Yeung Tse, Estella Pui-Man Ma, Tara L. Whitehill, and Rich Masters. "Effects of Error Experience on Learning to Lower Speech Nasalance Level." American Journal of Speech-Language Pathology 28, no. 2 (May 27, 2019): 448–55. http://dx.doi.org/10.1044/2018_ajslp-18-0033.

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Purpose This research aims to examine the effects of error experience when learning to speak with lowered nasalance level. Method A total of 45 typical speakers were instructed to learn to lower speech nasalance level in either an errorless (restricted possibility for committing errors) or an errorful (unrestricted possibility for committing errors) learning condition. The nasality level of the participants' speech was measured by a nasometer and quantified by nasalance scores (in percent). Errorless learners practiced producing speech with lowered nasalance level with a threshold nasalance score of 50% (the easiest target) at the beginning, which gradually decreased to a threshold of 10% (the most difficult target) at the end. The same set of threshold targets was presented to errorful learners, but in reverse order. Errors were defined by the proportion of speech, with a nasalance score exceeding the threshold. Retention and transfer tests were administered. Results Errorless learners displayed fewer errors and lower mean nasalance scores than errorful learners during the acquisition phase. Furthermore, errorless learners achieved lower mean nasalance scores than errorful learners in the retention and transfer tests. Conclusion These results suggest that errorless learning is more effective than errorful learning and that error experience has a detrimental effect on the acquisition of a novel speech motor task that requires minimization of the nasality level. Errorless learning may be a useful paradigm for the intervention and management of hypernasality in clinical settings where behavioral treatments are needed.
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Pope, Jay W., and Robert S. Kern. "An “Errorful” Learning Deficit in Schizophrenia?" Journal of Clinical and Experimental Neuropsychology 28, no. 1 (January 2006): 101–10. http://dx.doi.org/10.1080/13803390490918138.

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Faran, Yifat, Yamima Osher, Yaniv Sofen, and Dorit Ben Shalom. "Errorful and errorless learning in preschoolers: at what age does the errorful advantage appear?" Cognitive Development 44 (October 2017): 150–56. http://dx.doi.org/10.1016/j.cogdev.2017.10.002.

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Maxwell, J. P., R. S. W. Masters, E. Kerr, and E. Weedon. "The implicit benefit of learning without errors." Quarterly Journal of Experimental Psychology Section A 54, no. 4 (November 2001): 1049–68. http://dx.doi.org/10.1080/713756014.

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Two studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the adoption of an unselective mode of learning, distinguished by few verbalizable rules and robust performance under secondary task loading. Both studies supported these predictions. The golf putting performance of errorless learners in both studies was unaffected by the imposition of a secondary task load, whereas the performance of errorful learners deteriorated. Reducing errors during learning limited the number of error-correcting hypotheses tested by the learner, thereby reducing the contribution of explicit processing to skill acquisition. It was concluded that the reduction of errors during learning encourages the use of implicit, unselective learning processes, which confer insusceptibility to performance breakdown under distraction.
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LACEY, E., L. GLEZER, S. LOTT, and R. FRIEDMAN. "The role of effort in errorless and errorful learning." Brain and Language 91, no. 1 (October 2004): 189–90. http://dx.doi.org/10.1016/j.bandl.2004.06.097.

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Hammer, Anke, Bahram Mohammadi, Marlen Schmicker, Sina Saliger, and Thomas F. Münte. "Errorless and errorful learning modulated by transcranial direct current stimulation." BMC Neuroscience 12, no. 1 (2011): 72. http://dx.doi.org/10.1186/1471-2202-12-72.

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Seabrooke, Tina, Timothy J. Hollins, Christopher Kent, Andy J. Wills, and Chris J. Mitchell. "Learning from failure: Errorful generation improves memory for items, not associations." Journal of Memory and Language 104 (February 2019): 70–82. http://dx.doi.org/10.1016/j.jml.2018.10.001.

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Mckissock, Stephen, and Jamie Ward. "Do errors matter? Errorless and errorful learning in anomic picture naming." Neuropsychological Rehabilitation 17, no. 3 (April 28, 2007): 355–73. http://dx.doi.org/10.1080/09602010600892113.

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Hammer, Anke, Marcus Heldmann, and Thomas F. Münte. "Errorless and errorful learning of face-name associations: An electrophysiological study." Biological Psychology 92, no. 2 (February 2013): 169–78. http://dx.doi.org/10.1016/j.biopsycho.2012.11.003.

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Bridger, Emma K., and Axel Mecklinger. "Errorful and errorless learning: The impact of cue–target constraint in learning from errors." Memory & Cognition 42, no. 6 (March 11, 2014): 898–911. http://dx.doi.org/10.3758/s13421-014-0408-z.

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Dissertations / Theses on the topic "Errorful learning"

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Fair, Joseph Edward. "A Controlled Comparison of Errorless and Errorful Learning in Individuals with Moderate-to-Severe Traumatic Brain Injury." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5885.

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The prevalence and sequelae of moderate-to-severe (M/S) traumatic brain injury (TBI) are significant and pervasive problems, and effective rehabilitation techniques are key. Errorless learning is regarded as a useful tool for memory impairments; however, the efficacy of errorless learning in a M/S TBI population is unclear. The primary goal (aim 1) of this study was to evaluate the efficacy of a single session of errorless vs. errorful learning in a group of M/S TBI survivors and matched controls. A secondary goal (aim 2) was to investigate the neural time course of errorless learning in participants with M/S TBI by analyzing the error-related negativity (ERN) component of the scalp-recorded event-related potential (ERP). The ERN is an electrophysiological measure of error processing that is disrupted in M/S TBI survivors. Measures of neuropsychological performance, self- and informant-report of executive functioning, and affect further informed both study aims. Data from 28 M/S TBI survivors (9 female) and 28 controls (9 female) were analyzed for aim 1, with data from 19 M/S TBI survivors (6 female) and 20 controls (8 female) analyzed for aim 2. There were significant differences between the TBI and control groups with regard to executive, mood, and neuropsychological functioning. Results from aim 1 indicated that TBI participants were slower across learning conditions, while both groups had significantly faster reaction times in the errorless condition. Regarding accuracy, there was not a statistically significant main effect of learning condition (p = .07), group (p = .06), or Group x Condition x Accuracy interaction (p = .33). Indices of memory and executive functioning, and group (TBI, Control) used in regressions predicted accuracy in both learning conditions (ps < .01). The memory composite was a significant independent predictor of errorless accuracy. Results from aim 2 indicated a reliable ERN was present across conditions, although there were no main effects of Condition, Group, or Group x Condition interactions on ERN amplitude or latency (ps > .22). ERN latency was not predictive of accuracy for either condition (ps > .08). Group was a significant independent predictor of accuracy in the errorless condition (p = .05), but not the errorful condition (p = .45). Findings indicate that memory functioning was a better predictor of accuracy than executive functioning or group membership. This suggests that the errorless learning benefit may be specific to memory functioning, rather than other cognitive variables. This conclusion aligns with research reporting that benefits of errorless learning depend upon the severity of memory impairments. Results from ERN analyses are only partially supported by previous research, and further work is needed to clarify the role of neural representations of errorless learning in M/S TBI.
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Doucette, Jessica Rosales-Ruiz Jesus. "A comparison of the effects of errorful and errorless teaching methods on the acquisition, generalization, and retention of letter sound discriminations in young children." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3677.

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Doucette, Jessica. "A Comparison of the Effects of Errorful and Errorless Teaching Methods on the Acquisition, Generalization, and Retention of Letter Sound Discriminations in Young Children." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3677/.

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The present study compared the effects of an errorless stimulus shaping procedure to an errorful fluency based procedure for teaching difficult letter sound discriminations using a counterbalanced multielement experimental design. For 2 participants, letters fsteai were taught using the errorless procedure and letters bpdvou were taught using the errorful procedure. For the other 2 participants the conditions were reversed. All participants had considerably fewer errors and fewer trials to criterion with the errorless than with the errorful procedure. Tests of retention and generalization indicate that the errorful procedure generalized and was retained at a higher frequency than the errorless procedure. For 3 participants preference for the errorless procedure over the errorful procedure was demonstrated; whereas, the fourth participant demonstrated preference for the errorful procedure.
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Huang, Ya-Wei, and 黄雅爲. "Errorful and Errorless Learning of Chinese Pseudocharacters with High and Low Orthography-to-Phonology Constraints: Behavioral and ERP Studies." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/45synq.

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碩士
國立中央大學
認知與神經科學研究所
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According to previous studies, testing produced better long-term retention than repeated studying because retrieval practices are needed in testing which is known as testing effect. However, it is not clear whether and how retrieval errors affect the mnemonic benefits of testing. The very few studies that examined this issue gave rise to inconsistent results. Therefore, this thesis employed Chinese pseudocharacters- ZhuYin FuHao associations to examine the following issues in the same task: (a) Does test-errorless learning and test-errorful learning benefits memory retention compared with study-only (no-test) learning? (b) How does the errorful and errorless learning affect by cue-target constraint levels? (c) How does the information conveyed by words modulate electrophysiological correlates of the testing effect? In the current study, orthography-to-phonology consistency was applied to define the constraints between Chinese pseudocharacters-ZhuYin FuHao associations. In both high-constraint and low-constraint associations, half of associations was assigned to no-test learning condition, the other half was assigned to testing condition. During analysis, the recall rates of testing condition were further calculated for errorful and errorless trials. In Experiment 1 to 3, participants’ performance on high-constraint characters was always better than low-constraint characters. The results of Experiment 2 revealed that no-test (study-only) learning group and test self-generated learning group led to better performance than test with 2 alternatives learning group. The results of the Experiment 2-2 and 3 both revealed that errorless learning led to better performance than no-test (study-only) learning, and no-test learning led to better performance than errorful learning. The ERP results revealed that high-constraint characters elicited a more negative N400 wave than low-constraint characters, and the mean amplitudes of low-constraint characters were more positive than high-constraint characters in the time windows from 1000 to1900ms. The ERPs elicited by the ZhuYin FuHao revealed that common pronunciations marginally elicited more positive P300 than uncommon pronunciations for low-constraint condition but not for high-constraint condition. In addition, mean amplitudes difference between common and uncommon pronunciations was greater on high-constraint characters in the time windows from 1200 to1900ms. The current findings suggested that test with error occurred decreased the benefit of testing on learning. Errorful learning led to the worse retention, and errorless learning led to better retention than no-test learning whether the cue-target constraint was high or low. In addition, except for ERP results revealed consistency (cue-target constraint) and oddball effects at N400 and P300, the novel prolonged pN400FP like effects were found, which might suggested that more efforts were needed to override a strongly held prediction than weakly held prediction.
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Books on the topic "Errorful learning"

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Goodmurphy, Linda Jean. Teaching statistics to students who exihibit arithmetic weakness: Errorless vs. errorful learning. Sudbury, Ont: Laurentian University, Department of Psychology, 1995.

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Book chapters on the topic "Errorful learning"

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"The importance of memory and executive function in aphasia: Evidence from the treatment of anomia using errorless and errorful learning." In Automaticity and Control in Language Processing, 211–34. Psychology Press, 2007. http://dx.doi.org/10.4324/9780203968512-15.

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You might also be interested in the extended bibliographies on the topic 'Errorful learning' for particular source types:
Journal articles
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