Relevant bibliographies by topics / Errorless learning

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

Academic literature on the topic 'Errorless learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Errorless learning"

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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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Pitel, A. L., P. Perruchet, F. Vabret, B. Desgranges, F. Eustache, and H. Beaunieux. "The advantage of errorless learning for the acquisition of new concepts' labels in alcoholics." Psychological Medicine 40, no. 3 (July 23, 2009): 497–502. http://dx.doi.org/10.1017/s0033291709990626.

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BackgroundPrevious findings revealed that the acquisition of new semantic concepts' labels was impaired in uncomplicated alcoholic patients. The use of errorless learning may therefore allow them to improve learning performance. However, the flexibility of the new knowledge and the memory processes involved in errorless learning remain unclear.MethodNew concepts' labels acquisition was examined in 15 alcoholic patients and 15 control participants in an errorless learning condition compared with 19 alcoholic patients and 19 control subjects in a trial-and-error learning condition. The flexibility of the new information was evaluated using different photographs from those used in the learning sessions but representing the same concepts. All of the participants carried out an additional explicit memory task and an implicit memory task was also performed by subjects in the errorless learning condition.ResultsThe alcoholic group in the errorless condition differed significantly from the alcoholic group in the trial-and-error condition but did not differ from the two control groups. There was no significant difference between results in the learning test and the flexibility task. Finally, in the alcoholic group, the naming score in the learning test was correlated with the explicit memory score but not with the implicit memory score.ConclusionsUsing errorless learning, alcoholics improved their abilities to learn new concepts' labels. Moreover, new knowledge acquired with errorless learning was flexible. The errorless learning advantage may rely on explicit rather than implicit memory processes in these alcohol-dependent patients presenting only mild to moderate deficits of explicit memory capacities.
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Schuchard, Julia, and Erica L. Middleton. "The Roles of Retrieval Practice Versus Errorless Learning in Strengthening Lexical Access in Aphasia." Journal of Speech, Language, and Hearing Research 61, no. 7 (July 13, 2018): 1700–1717. http://dx.doi.org/10.1044/2018_jslhr-l-17-0352.

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Purpose The purpose of this study was to determine how 2 methods known to improve naming impairment in aphasia (i.e., retrieval practice and errorless learning) affect lexical access. We hypothesized that instances of naming during retrieval practice use and strengthen item-specific connections in each of 2 stages of lexical access: Stage 1, meaning-to-word connections, and Stage 2, word-to-phonology connections. In contrast, errorless learning prioritizes opportunities for repeating words, which we expect to primarily strengthen item-specific connections in Stage 2 because repetition circumvents the need for semantically driven word retrieval. Method We tested the outcomes of retrieval practice versus errorless learning training for items that were selected because the naming errors they elicited suggested weakened connections at Stage 1 or at Stage 2 of lexical access for each of 10 individuals with chronic aphasia. Each participant's Stage 1 items and Stage 2 items were divided evenly between the 2 training conditions. Naming tests were administered 1 day and 1 week after training to assess retention of training gains. We also examined whether the participants' pretraining naming error profiles were associated with the relative efficacy of retrieval practice versus errorless learning. Results The posttraining naming tests showed an advantage of retrieval practice over errorless learning for Stage 1 items and an advantage of errorless learning over retrieval practice for Stage 2 items. In addition, greater percentages of phonological error naming responses prior to training were associated with greater posttraining accuracy in the errorless learning condition relative to the retrieval practice condition. Conclusions The findings suggest that the advantage of retrieval practice for naming impairment in aphasia largely results from greater strengthening of practiced semantic–lexical connections compared with errorless learning, which prioritizes repetition and, therefore, mainly confers strengthening of practiced lexical–phonological connections. Understanding how specific training conditions improve naming can help predict the relative efficacy of each method for individuals with aphasia.
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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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Rensen, Yvonne C. M., Jos I. M. Egger, Josette Westhoff, Serge J. W. Walvoort, and Roy P. C. Kessels. "The effect of errorless learning on psychotic and affective symptoms, as well as aggression and apathy in patients with Korsakoff's syndrome in long-term care facilities." International Psychogeriatrics 31, no. 1 (June 20, 2018): 39–47. http://dx.doi.org/10.1017/s1041610218000492.

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ABSTRACTObjectives:Errorless learning is a promising rehabilitation principle for learning tasks in patients with amnesia, including patients with Korsakoff's syndrome. Errorless learning might possibly also contribute to decreases in behavioral and psychiatric problems, as patients in long-term care facilities become more independent after training. The aim of this study was to examine the effects of errorless learning on potential changes in psychotic and affective symptoms, aggression and apathy, in contrast with a control group who received care as usual.Methods:The current study is a quasi-experimental study on errorless learning and psychotic and affective symptoms, aggression, and apathy in patients with Korsakoff's syndrome, living in long-term care facilities for patients with Korsakoff's syndrome (KS) in the Netherlands. The GIP-28, HoNOS−ABI, and NVCL−20 were administered to a group of patients with KS who received errorless learning training (n= 51) and a patient control group who received care as usual (n= 31). Wilcoxon Signed-Rank Tests were performed to examine psychotic and affective symptoms, aggression, and apathy at baseline and at follow-up in the errorless learning group and the control group.Results:Errorless learning training effectively reduced psychotic symptoms (including provoked confabulations), affective symptoms, and agitation/aggression. There were no significant changes (increases nor decreases) in the control group. Levels of apathy were stable over time in both groups.Conclusions:Results with respect to psychotic and affective symptoms, aggression, and apathy are discussed in depth. Patients with KS can become more autonomous in a cared for setting using errorless learning principles. This might also result in decreases in behavioral and psychiatric problems in patients.
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Anderson, Nicole D., and Fergus I. M. Craik. "The mnemonic mechanisms of errorless learning." Neuropsychologia 44, no. 14 (January 2006): 2806–13. http://dx.doi.org/10.1016/j.neuropsychologia.2006.05.026.

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Rodriguez-Fornells, Antoni, Christine Kofidis, and Thomas F. Münte. "An electrophysiological study of errorless learning." Cognitive Brain Research 19, no. 2 (April 2004): 160–73. http://dx.doi.org/10.1016/j.cogbrainres.2003.11.009.

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KERN, R. S., M. F. GREEN, J. MINTZ, and R. P. LIBERMAN. "Does ‘errorless learning’ compensate for neurocognitive impairments in the work rehabilitation of persons with schizophrenia?" Psychological Medicine 33, no. 3 (April 2003): 433–42. http://dx.doi.org/10.1017/s0033291702007298.

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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.
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Smith, Emma M., William C. Miller, W. Ben Mortenson, and Alex Mihailidis. "Feasibility RCT protocol evaluating a powered-wheelchair training program for older adults." Canadian Journal of Occupational Therapy 86, no. 3 (June 2019): 232–42. http://dx.doi.org/10.1177/0008417419834456.

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Background. Powered-wheelchair use improves participation for people with mobility limitations; however, many individuals do not receive powered-wheelchair skills training that meets their learning needs. Purpose. The aim of this work is to evaluate the feasibility of a powered-wheelchair training program for older adults with cognitive impairment, using errorless learning strategies facilitated by shared control technology. Method. A feasibility 2 × 2 factorial randomized controlled trial will recruit 32 older adults in residential care with mild to moderate cognitive impairment who are new powered-wheelchair use. The intervention consists of six or 12 training sessions, facilitated by shared control technology, using errorless learning techniques. Control participants will receive six or 12 training sessions using trial-and-error methods. Feasibility and clinical outcomes data (primary outcome: powered-wheelchair skills) will be collected. Implications. Errorless learning facilitated by shared control technology may be an alternative to meet the powered-wheelchair learning needs of older adults with cognitive impairments.
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Arantes, Joana, and Armando Machado. "ERRORLESS LEARNING OF A CONDITIONAL TEMPORAL DISCRIMINATION." Journal of the Experimental Analysis of Behavior 95, no. 1 (January 2011): 1–20. http://dx.doi.org/10.1901/jeab.2011.95-1.

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Dissertations / Theses on the topic "Errorless learning"

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Connor, Bonnie B. "Response Guided Errorless Learning with Normal Elderly." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2809/.

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This study investigates the use of response guidance for errorless learning of a perceptual motor task in normal elderly. It provides normative data for a study with stroke patients using this technique for cognitive rehabilitation. While errorless learning has been shown to be more effective on most tasks than trial and error learning for people with memory impairments, its use with normal individuals has received limited attention. The questions of interest were whether errorless training of the perceptual motor task was more effective for improving and retaining accuracy; and whether both accuracy and response speed were more resistant to the effects of increased cognitive demands. A sample of 43 normal elderly in the United Kingdom, ranging in age from 60 to 77, completed an assessment of intelligence, memory, and attention. They then received training, over two sessions one week apart, to mark the midpoint of Judd Arrows presented on a computer screen using a cross cursor moved by an active force feedback joystick (AFF). During training the errorless group received AFF guidance to the correct midpoint, while the errorful group received none, and both received auditory and visual knowledge of results. There was no AFF during baseline or post test measures. Training was to criterion in each session with a discontinue rule if accuracy did not improve. At the end of session two both groups were given a cognitively challenging task concurrent with the arrow bisection. Results revealed that both groups improved their accuracy through training with the errorless group being significantly more accurate and tending to be faster in the final post tests of both sessions. The errorless group was significantly faster than the errorful group under the cognitive challenge, without sacrificing accuracy. These results suggest not only that AFF is an effective means of implementing errorless perceptual motor learning, but elderly individuals trained in this manner do not sacrifice accuracy for speed. Implications of these results are discussed.
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Squires, E. J. "Errorless learning in amnesia : applicability and underlying mechanisms." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264580.

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Roberts, Judith Lynne. "The benefits of errorless learning in mild cognitive impairment." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/the-benefits-of-errorless-learning-in-mild-cognitive-impairment(15dd0db3-545a-4f91-9716-2b62c5a5b32d).html.

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The aim of this thesis was to explore the benefits of errorless learning (EL) in comparison to learning by trial-and-error or errorful learning (EF) for people with mild cognitive impairment (PwMCI). The literature review was a meta-analysis of studies which compared EL and EF in neurodegenerative conditions, specifically mild cognitive impairment (MCI)and other dementias. Across the ten reviewed studies there was a moderate effect size for the benefit of EL over EF learning for people with MCI and dementia. Results were tentative as six of the reviewed studies had non-significant effect sizes which may have reflected small sample sizes or methodological issues, or indicate that EL may not be any more advantageous than EF for some individuals. Given that only three studies were identified in the review which explored EL with MCI participants, it seemed appropriate to explore the benefit of EL further with this population. The empirical study describes the results of an experimental study conducted with eleven participants with a clinical diagnosis of MCI. A word-list learning task was used and outcome was assessed by free recall, cued recall and recognition tasks. The findings of the empirical study showed that EL was not significantly superior to EF when undertaking a word-list task for PwMCI. A relationship was found between errormonitoring ability and the difference between EL and EF conditions. It was recommended that future research explore the role of error-monitoring further. A concluding discussion chapter focusses on the implications of these findings for future research and theory development as well as implications for clinical practice. Limitations of the thesis are considered and a concluding paragraph offers a personal reflection on the process of conducting this research.
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Donaghey, Claire L. "Is errorless learning an effective strategy for a procedural memory task?" Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/402/.

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Errorless learning has been demonstrated to be an effective strategy for the cognitive rehabilitation of people with memory impairment. This study aimed to determine whether errorless learning is an effective strategy for teaching a complex procedure. Cognitive impairment has been tentatively linked with outcome after rehabilitation for lower limb amputation. Addressing this impairment may improve outcome. The aim of this study was to determine whether using an errorless learning approach would be beneficial for individuals who are learning how to put on their prosthetic limb. Thirty participants from a prosthetic clinic (WestMARC) were randomly assigned to an intervention (n = 15) or control group (n = 15). Results suggest that errorless learning is beneficial in terms of increasing the number of correct steps recalled from a fitting sequence (Mann-Whitney U = 28; p = 0.000, 2-tailed) compared to the control group. In addition, the errorless learning group made fewer errors during the fitting sequence compared to the control group (Mann-Whitney U = 39; p = 0.002, 2-tailed). The findings suggest that errorless learning is a beneficial approach to use when individuals are learning a procedural memory task.
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Torres, Lorraine Marie. "Errorless learning in memory impairment : underlying merchanisms and enhancing its benefits." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250131.

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Winters, Mary Rose Christina. "Equivalence-Based Instruction and Errorless Learning: A Brief Intervention to Teach Deictic Framing." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2783.

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Equivalence based instruction (EBI) has been demonstrated as an effective method for teaching various skills to a wide range of clinical and non-clinical populations. Recent research suggests deictic framing, or perspective switching skills, can be taught to typically and atypically developing children using an EBI teaching paradigm, however the protocols for teaching deictic framing tend to be very long. This study evaluated the effectiveness of a brief EBI and errorless learning program to teach deictic framing to a young woman with learning disabilities. A secondary purpose of this study was to determine if training on one deictic framing program would improve responding on skills that involve other deictic frames. The participant completed a pre and post-test before and after mastering one of four tested EBI programs. Results indicate that EBI is effective in teaching deictic frames, as derived relations emerged following training. The participant’s performance on other skills did not improve. These results also lend support to multiple exemplar teaching. Limitations and future directions for research are discussed.
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Patalano, Julianne Louise. "A comparison of trial and error learning versus errorless learning of face-name associations in Alzheimer's patients." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2697.

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The effectiveness of errorless learning, trial-and-error learning (i.e., errorful learning), and a traditional method for recalling face-name associations was compared in early Alzheimer's disease patients. Alternating treatment designs were used to assess method effects for each participant. Face-name associations were learned using pictures from the Rivermead Behavioral Memory Test, six pictures for each of the three learning procedures. The results of the study showed that the errorless learning procedure had a larger number of face-name associations learned in 2 out of the 3 participants, compared to the trial-and-error learning and the traditional method.
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Dunn, Josephine. "Learning of face-name associations using errorless and effortful processes for people with dementia." Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566836.

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Recent studies have shown the effectiveness of errorless learning principles in memory rehabilitation for people with dementia whilst studies with people with KorsakotT s Syndrome support effortful methods. However, some effortful methods may elicit errors. so there may be a trade-off relationship between effort and error. The present study compares, in a within-subjects design, the efficacy of four different learning techniques that vary in the extent to which errors are minimised and the degree to which effort is required. The techniques (vanishing cues, forward cues, target selection, paired associate) were used to teach both previously familiar and novel face-name associations to ten people with a diagnosis of early-stage dementia. Best results were achieved in the procedures that elicited most errors whilst learning (forward cues, target selection). It was argued that these procedures also incurred more cognitive effort. thus leading to deeper levels of processing. compared to more passive or shallow processing involved in paired associations and vanishing cues. Recall was also better following cued recall and recognition tasks compared to free recall. which suggested that learning in dementia is facilitated with support at encoding and retrieval. There has also been much debate in current literature as to whether implicit or explicit memory, or both, facilitates interventions using errorless learning. This study aimed to explore this by assessing both implicit and explicit memory for the stimulus items. There was no correlation between recall using implicit and explicit memory tasks, which suggested success on explicit memory tasks might not be due to implicit memory, but this interpretation was challenged. Multiple single case analyses also highlighted the heterogeneity of learning in dementia and emphasised the importance of integrating interpersonal and social factors when developing successful individually-based cognitive rehabilitation techniques.
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Fish, Jess. "Errorless learning of prospective memory tasks : an experimental investigation in people with memory disorders." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/errorless-learning-of-prospective-memory-tasks-an-experimental-investigation-in-people-with-memory-disorders(b95bd92a-317e-45d5-b85f-1e53ab8e88d0).html.

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Prospective Memory (PM), or the ability to act upon delayed intentions, is cognitively complex as it requires a combination of mnemonic, attentional and executive abilities. PM tasks can be particularly challenging for people with cognitive impairment, and it is important to identify effective means of rehabilitation. Errorless Learning (EL) is an encoding technique that results in superior recall and recognition memory performance compared with ‘errorful’ learning in people with memory impairment. This so-called ‘Errorless Learning advantage’ (ELA) has been attributed to implicit memory processes (Page et al., 2006), and there is a basis for predicting a similar beneficial effect on PM performance. However, PM tasks vary in their retrieval demands, some involving environmentally-cued retrieval of a cue-action association (referred to as Event-based PM tasks), and some requiring self-cued retrieval of the action to be performed (referred to as Time-based PM tasks). Event-based PM performance may, therefore, be seen to rely more upon mnemonic processes, and Time-based PM performance on more executive processes. Given there is no evidence suggesting an ELA for executive tasks, differential effects of EL on Time- and Event-based PM tasks were predicted. This study investigated these predictions. Fourteen participants with neurological memory impairment completed four computer-based PM tasks in a within-subjects 2x2 factorial experiment, with each factor having two levels: encoding method (Errorless, Errorful), and PM task type (Timebased, Event-based). A significant ELA was observed for Event-based PM (d=.63), but not for Time-based PM (d=-.01), and the interaction between encoding condition and task type approached significance (d=.41). Errorless Learning also resulted in reduced accuracy in participants’ retrospective estimates of how many opportunities there had been to perform the PM tasks, suggesting that encoding manipulations can affect metacognitive awareness of PM performance. These findings extend the existing evidence for the benefits of Errorless Learning within cognitive rehabilitation, by showing for the first time that EL can benefit future action in addition to performance on purely retrospective learning and retrieval tasks. There are also clear clinical implications of these results; day-to-day Event-based PM tasks (e.g. take your medication with breakfast, check you’ve got your keys before you go out the front door), if learned with Errorless methods, are more likely to be acted upon than tasks where errors have been made during learning.
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Hodder, Kathryn Isobel. "Evaluating the effectiveness of memory rehabilitation : contributions of errorless learning, vanishing cues and spaced retrieval." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441804.

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Books on the topic "Errorless learning"

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O'Donoghue, Donna. Errorless learning and schizophrenia. (s.l: The Author), 2000.

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Haslam, Catherine, and Roy P. C. Kessels, eds. Errorless Learning in Neuropsychological Rehabilitation. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738.

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Harvey, Diane. Errorless learning and schizophrenia: Application to a face-name learning task. (s.l: The Author), 2001.

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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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Haslam, Catherine, and Roy P. C. Kessels. Errorless Learning in Neuropsychological Rehabilitation: Mechanisms, Efficacy and Application. Taylor & Francis Group, 2017.

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Conroy, Paul, and Matthew A. Lambon Ralph. Errorless Learning and Rehabilitation of Language and Memory Impairments. Taylor & Francis Group, 2017.

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Errorless Learning in Neuropsychological Rehabilitation: Mechanisms, Efficacy and Application. Taylor & Francis Group, 2017.

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Conroy, Paul, and Matthew A. Lambon Ralph. Errorless Learning and Rehabilitation of Language and Memory Impairments. Taylor & Francis Group, 2012.

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Book chapters on the topic "Errorless learning"

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Axe, Judah B. "Errorless Learning." In Encyclopedia of Child Behavior and Development, 603–4. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1026.

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Warshowsky, Adam B. "Errorless Learning." In Encyclopedia of Clinical Neuropsychology, 1329–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1090.

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Warshowsky, Adam B. "Errorless Learning." In Encyclopedia of Clinical Neuropsychology, 972–73. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1090.

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Warshowsky, Adam B. "Errorless Learning." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1090-2.

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Cyr, Andrée-Ann, and Nicole D. Anderson. "Learning from our mistakes." In Errorless Learning in Neuropsychological Rehabilitation, 151–63. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738-10.

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Kessels, Roy P. C. "Application of errorless learning in dementia." In Errorless Learning in Neuropsychological Rehabilitation, 82–100. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738-6.

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Cabé, Nicolas, and Julien Cabé. "Application of errorless learning in schizophrenia." In Errorless Learning in Neuropsychological Rehabilitation, 115–32. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738-8.

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Haslam, Catherine, and Roy P. C. Kessels. "“Make no mistake”." In Errorless Learning in Neuropsychological Rehabilitation, 3–10. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738-1.

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Ownsworth, Tamara. "Errors: Friend or foe?" In Errorless Learning in Neuropsychological Rehabilitation, 164–79. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738-11.

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Haslam, Catherine. "The tyranny of choice." In Errorless Learning in Neuropsychological Rehabilitation, 180–92. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315660738-12.

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Conference papers on the topic "Errorless learning"

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"VR based Collaborative Errorless Learning System using Humanoid Avatar for People with Alzheimer’s Disease." In International Conference on Computer Graphics Theory and Applications. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005313904620469.

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2

Freina, Laura, and Ilaria Caponetto. "A Mobile Guardian Angel Supporting Urban Mobility for People with Dementia - An Errorless Learning based Approach." In Special Session on Social Motivations and Social Benefits of ICT. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005502503070312.

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