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Journal articles on the topic 'Errorful learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Ma, Yuan, Qisen Wang, and Tsutomu Fujinami. "THE COMPARISON BETWEEN ERROR-LESS LEARNING AND ERRORFUL LEARNING IN VIRTUAL REALITY ON POKÉMON THEME." MATTER: International Journal of Science and Technology 6, no. 2 (July 18, 2020): 15–25. http://dx.doi.org/10.20319/mijst.2020.62.1525.

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12

Kessels, R. P. C., and E. H. F. De Haan. "Mnemonic strategies in older people: a comparison of errorless and errorful learning." Age and Ageing 32, no. 5 (September 1, 2003): 529–33. http://dx.doi.org/10.1093/ageing/afg068.

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13

Heldmann, Marcus, Ursula Markgraf, Antoni Rodríguez-Fornells, and Thomas F. Münte. "Brain potentials reveal the role of conflict in human errorful and errorless learning." Neuroscience Letters 444, no. 1 (October 2008): 64–68. http://dx.doi.org/10.1016/j.neulet.2008.07.042.

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14

Hammer, Anke, Claus Tempelmann, and Thomas F. Münte. "Recognition of face-name associations after errorless and errorful learning: an fMRI study." BMC Neuroscience 14, no. 1 (2013): 30. http://dx.doi.org/10.1186/1471-2202-14-30.

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15

Yang, Chunliang, Rosalind Potts, and David R. Shanks. "Metacognitive unawareness of the errorful generation benefit and its effects on self-regulated learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 43, no. 7 (July 2017): 1073–92. http://dx.doi.org/10.1037/xlm0000363.

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16

Metzler-BaddEley, Claudia, and Julie S. Snowden. "Brief Report: Errorless versus Errorful Learning as a Memory Rehabilitation Approach in Alzheimer’s Disease." Journal of Clinical and Experimental Neuropsychology 27, no. 8 (November 2005): 1070–79. http://dx.doi.org/10.1080/13803390490919164.

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17

Ruis, Carla, and Roy P. C. Kessels. "Effects of errorless and errorful face-name associative learning in moderate to severe dementia." Aging Clinical and Experimental Research 17, no. 6 (December 2005): 514–17. http://dx.doi.org/10.1007/bf03327420.

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18

Clark, Courtney M., Elizabeth L. Bjork, and Robert A. Bjork. "On the Role of Generation Rules in Moderating the Beneficial Effects of Errorful Generation." Zeitschrift für Psychologie 229, no. 2 (April 2021): 120–30. http://dx.doi.org/10.1027/2151-2604/a000442.

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Abstract. In participants’ learning of semantically related paired associates, such as whale-mammal, prior research has demonstrated that having participants first attempt to predict what the to-be-learned response to a given cue will be enhances subsequent cued recall of that response, even when such predictions are always wrong (e.g., Kornell et al., 2009 ). In six experiments, we evaluate the importance of such error-prone predictions having a semantic basis – versus an acoustic (rhyming) basis. Our results show that both semantic generation as well as semantically related materials seem necessary if errorful generation is to have positive effects; generation based on other rules and materials does not aid learning. Learners are not, however, metacognitively aware of such benefits of generating errors.

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19

ZAREIAN, Ehsan, Majid ARAB, and Karen BARANIE. "The role of errorful and errorless training on error detection and learning of tracking task." Turkish Journal of Sport and Exercise 17, no. 1 (April 30, 2015): 61. http://dx.doi.org/10.15314/tjse.2015112539.

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20

Fillingham, Joanne K., Karen Sage, and Matthew A. Lambon Ralph. "Treatment of anomia using errorless versus errorful learning: are frontal executive skills and feedback important?" International Journal of Language & Communication Disorders 40, no. 4 (January 2005): 505–23. http://dx.doi.org/10.1080/13682820500138572.

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21

Overman, Amy A., Joseph D. W. Stephens, and Mary F. Bernhardt. "Enhanced memory for context associated with corrective feedback: evidence for episodic processes in errorful learning." Memory 29, no. 8 (July 26, 2021): 1017–42. http://dx.doi.org/10.1080/09658211.2021.1957937.

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22

Hammer, Anke, Andreas Kordon, Marcus Heldmann, Bartosz Zurowski, and Thomas F. Münte. "Brain Potentials of Conflict and Error-Likelihood Following Errorful and Errorless Learning in Obsessive-Compulsive Disorder." PLoS ONE 4, no. 8 (August 12, 2009): e6553. http://dx.doi.org/10.1371/journal.pone.0006553.

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23

LUBINSKY, TOBI, JILL B. RICH, and NICOLE D. ANDERSON. "Errorless learning and elaborative self-generation in healthy older adults and individuals with amnestic mild cognitive impairment: Mnemonic benefits and mechanisms." Journal of the International Neuropsychological Society 15, no. 5 (September 2009): 704–16. http://dx.doi.org/10.1017/s1355617709990270.

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AbstractErrorless learning is an intervention that benefits memory performance in healthy older adults and a variety of clinical populations. A limitation of the errorless learning technique is that it is passive and does not involve elaborative processing. We report two studies investigating the added benefits of elaborative, self-generated learning to the errorless learning advantage. We also explored the mnemonic mechanisms of the errorless learning advantage. In both studies, older adults and individuals with amnestic mild cognitive impairment (aMCI) completed four encoding conditions representing the crossing of errorless/errorful learning and self-generated/experimenter-provided learning. Self-generation enhanced the errorless learning benefit in cued recall and cued recognition, but not in free recall or item recognition. An errorless learning advantage was observed for priming of target words, and this effect was amplified for participants with aMCI after self-generated learning. Moreover, the aMCI group showed significant priming of prior self-generated errors. These results demonstrate that self-generation enhances the errorless learning advantage when study and test conditions match. The data also support the argument that errorless learning eliminates the misleading implicit influence of prior errors, as well as the need for explicit memory processes to distinguish targets from errors. (JINS, 2009, 15, 704–716.)

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24

O'CARROLL, R. E., H. H. RUSSELL, S. M. LAWRIE, and E. C. JOHNSTONE. "Errorless learning and the cognitive rehabilitation of memory-impaired schizophrenic patients." Psychological Medicine 29, no. 1 (January 1999): 105–12. http://dx.doi.org/10.1017/s0033291798007673.

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Background. In recent years, evidence has accumulated that a significant proportion of schizophrenic patients have severe memory impairment, which cannot be attributed to the effects of medication, chronicity or institutionalization. Our group has demonstrated that memory impairment is associated with poor psychosocial outcome and treatment resistance. Work on the classical amnesic syndrome has suggested that memory training is facilitated by adopting an ‘errorless learning’ approach, where subjects do not experience failure during learning. This is based on the theory that the preserved implicit memory of amnesic patients results in implicitly remembered incorrect responses interfering with target items, in the absence of a functioning explicit memory system to allow differentiation.Method. We compared three groups of subjects, memory-impaired schizophrenic patients, memory unimpaired schizophrenic patients and healthy controls.Results. An errorless learning approach conferred a significant advantage on the memory-impaired schizophrenic group, bringing their performance up to the level of both control groups. In contrast, adopting a traditional trial and error, or errorful approach resulted in markedly impaired performance in the memory-impaired schizophrenic group only.Conclusions. We conclude that errorless learning approaches may be worthy of further evaluation in the cognitive rehabilitation of memory-impaired schizophrenic patients.

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25

Scheper, Inge, Ellen R. A. de Bruijn, Dirk Bertens, Roy P. C. Kessels, and Inti A. Brazil. "The impact of error frequency on errorless and errorful learning of object locations using a novel paradigm." Memory 27, no. 10 (September 5, 2019): 1371–80. http://dx.doi.org/10.1080/09658211.2019.1661493.

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26

Ueno, Hiroki, Masaharu Maruishi, Makoto Miyatani, Hiroyuki Muranaka, Keita Kondo, Tomohiko Ohshita, and Masayasu Matsumoto. "Brain activations in errorless and errorful learning in patients with diffuse axonal injury: A functional MRI study." Brain Injury 23, no. 4 (January 2009): 291–98. http://dx.doi.org/10.1080/02699050902794855.

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27

Jean, Leonie, Martine Simard, Yves Turgeon, Sandra Wiederkehr, and Marie-Eve Bergeron. "P2-437: Efficacy of a memory training program using errorless or errorful learning in amnestic mild cognitive impairment: Preliminary results." Alzheimer's & Dementia 4 (July 2008): T501—T502. http://dx.doi.org/10.1016/j.jalz.2008.05.1516.

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28

NOR AZMI, Abdul Muiz, Jatifah GESIKIN, and Brynoth ALARICK LARRY. "Errorless and errorful learning: the effect on the discrete throwing task." Turkish Journal of Kinesiology, December 14, 2020. http://dx.doi.org/10.31459/turkjkin.809194.

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29

Kerkhof, Y. J. F., A. Bergsma, F. Mangiaracina, C. H. M. Planting, M. J. L. Graff, and R. M. Dröes. "Are people with mild dementia able to (re)learn how to use technology? A literature review." International Psychogeriatrics, March 15, 2021, 1–16. http://dx.doi.org/10.1017/s1041610221000016.

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ABSTRACT Objective: There is growing evidence that people with mild dementia can benefit from using tablets and apps. Due to their cognitive decline, people with dementia need support in learning how to use these devices. The objective of this review was to identify which training interventions work best to help people with mild dementia (re)learn how to use technologies, including handheld touchscreen devices. Because the uptake of these devices in people with dementia is quite new, training interventions for the use of other technologies were also included, such as technologies assisting people in Instrumental Activities of Daily Living (IADL). Design: An electronic search was conducted in the following databases: PubMed, APA PsycInfo (EBSCO), and CINAHL (EBSCO). Themes discussed include the learning effects; training method (e.g. errorful (EF) and errorless (EL) learning); training intensity and setting; technology task type; dementia type and severity; and study design and outcome measures. Results: In total, 16 studies were included. All studies reported positive learning effects and improved task performance in people with dementia, regardless of dementia severity, training intensity, setting, and the method used. Although the EL training method was successful more often than the EF training method, it would be inappropriate to conclude that the EL method is more effective, because the majority of studies only investigated EL training interventions with (multiple) single-case study designs. Conclusion: Future research should consider using more robust study designs, such as RCTs, to evaluate the effectiveness of training interventions for (re)learning technology-orientated tasks, including operating handheld touchscreen devices.

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30

"Sentiment Analysis using Feature Based Support Vector Machine – A Proposed Method." International Journal of Recent Technology and Engineering 8, no. 2S11 (November 2, 2019): 3671–76. http://dx.doi.org/10.35940/ijrte.b1463.0982s1119.

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Business decisions for any service or product depend on sentiments by the people. The mood of people towards any event, service and product are expressed in sentiments. The text sentiment contains different linguistic features of sentence. A sentiment sentence also contains other features which are playing a vital role in deciding the polarity of sentiments.The features like duplication of sentiment, unknown emotics may change the polarity of sentiment.If features selection is proper one can extract better sentiments for decision making. A directed preprocessing will feed filtered input to any machine learning approach. Support vector machine proved as a good tool of machine learning for better sentiment analysis.Better use of parts os speech (POS) folled by guided preprocessing and evaluation will provide less errorus polarity of sentiments

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