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Journal articles on the topic 'Errorless learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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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Mulholland, Ciaran C., Donna O'Donoghue, Ciaran Meenagh, and Teresa M. Rushe. "Errorless learning and memory performance in schizophrenia." Psychiatry Research 159, no. 1-2 (May 2008): 180–88. http://dx.doi.org/10.1016/j.psychres.2007.05.016.

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Fillingham, Joanne K., Karen Sage, and Matthew A. Lambon Ralph †. "The treatment of anomia using errorless learning." Neuropsychological Rehabilitation 16, no. 2 (April 2006): 129–54. http://dx.doi.org/10.1080/09602010443000254.

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Squires, E. "Errorless learning of novel associations in amnesia." Neuropsychologia 35, no. 8 (August 1997): 1103–11. http://dx.doi.org/10.1016/s0028-3932(97)00039-0.

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Kern, Robert S., and L. Felice Reddy. "Evolution of Errorless Learning in Psychiatric Rehabilitation." American Journal of Psychiatric Rehabilitation 17, no. 3 (July 3, 2014): 254–71. http://dx.doi.org/10.1080/15487768.2014.935677.

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Lamontagne, Janelle. "Errorless Learning Activities for Metaphonological Awareness—Rhyming." Word of Mouth 23, no. 5 (March 29, 2012): 12–13. http://dx.doi.org/10.1177/1048395012440418d.

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FRATTALI, C., and Y. KANG. "An errorless learning approach to treating dysnomia." Brain and Language 91, no. 1 (October 2004): 177–78. http://dx.doi.org/10.1016/j.bandl.2004.06.091.

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Clare, Linda, and Barbara A. Wilson. "Memory Rehabilitation Techniques for People with Early-Stage Dementia." Zeitschrift für Gerontopsychologie & -psychiatrie 17, no. 2 (June 2004): 109–17. http://dx.doi.org/10.1024/1011-6877.17.2.109.

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Summary: Errorless learning (EL) can be supported through a variety of specific learning methods, which may vary along other parameters including for example the degree of effortful processing required. In memory rehabilitation for people with early-stage Alzheimer's disease (AD), achieving the optimal balance between elimination of errors and active, effortful processing during learning is likely to be critical. This paper describes a comparison of four different errorless methods in a single case experimental design. The participant, who had a diagnosis of early-stage AD, attempted to relearn forgotten face-name associations using one of four methods: Spaced retrieval, mnemonic elaboration, cueing with increasing assistance, and cueing with decreasing assistance. Best results were achieved in the mnemonic and cueing with increasing assistance conditions, while cueing with decreasing assistance produced the least learning. It is suggested that, within an errorless learning paradigm, strategies requiring more effortful processing may produce superior gains compared to strategies relying on implicit or passive processing. This has important implications for clinical rehabilitation interventions for people with early-stage dementia.

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Montagut, Núria, Sergi Borrego-Écija, Magdalena Castellví, Immaculada Rico, Ramón Reñé, Mircea Balasa, Albert Lladó, and Raquel Sánchez-Valle. "Errorless Learning Therapy in Semantic Variant of Primary Progressive Aphasia." Journal of Alzheimer's Disease 79, no. 1 (January 5, 2021): 415–22. http://dx.doi.org/10.3233/jad-200904.

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Background: The semantic variant of primary progressive aphasia (svPPA) is characterized by a progressive loss of semantic knowledge impairing the ability to name and to recognize the meaning of words. Objective: We aimed to evaluate the immediate and short-term effect of errorless learning speech therapy on the naming and recognition of commonly used words in patients with svPPA. Methods: Eight participants diagnosed with svPPA received 16 sessions of intensive errorless learning speech therapy. Naming and word comprehension tasks were evaluated at baseline, immediately postintervention, and at follow-up after 1, 3, and 6 months. These evaluations were performed using two item sets (a trained list and an untrained list). Results: In the naming tasks, patients showed a significant improvement in trained items immediately after the intervention, but that improvement decayed progressively when therapy ended. No improvements were found either in trained comprehension or in untrained tasks. Conclusion: Errorless learning therapy could improve naming ability in patients with svPPA. This effect may be due to the relative preservation of episodic memory, but the benefit is not maintained over time, presumably because there is no consolidation.

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Elgort, Irina, Natalia Beliaeva, and Frank Boers. "CONTEXTUAL WORD LEARNING IN THE FIRST AND SECOND LANGUAGE." Studies in Second Language Acquisition 42, no. 1 (November 4, 2019): 7–32. http://dx.doi.org/10.1017/s0272263119000561.

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AbstractAccess to definitions facilitates the learning of word meanings when novel words are encountered in reading. However, the memorial costs and benefits of inferring word meanings from context, compared to seeing definitions of unfamiliar words before reading, are not yet well understood. We conducted two experiments with adult L1 (English) and L2 (Chinese) readers to investigate whether the development of declarative and nondeclarative word knowledge benefits more when definitions are supplied before reading (errorless treatment) or after reading (trial-and-error treatment). Study participants encountered 90 target vocabulary items three times in short informative texts under errorless or trial-and-error conditions and entered their meaning inferences immediately after reading each text. Posttreatment, we evaluated participants’ declarative knowledge of the target items using a meaning generation (recall) task and nondeclarative knowledge using a self-paced reading task. The trial-and-error treatment followed by definitions resulted in a superior declarative and nondeclarative knowledge, compared to the errorless treatment, for L1 and L2 readers. Inference errors affected the development of declarative but not nondeclarative knowledge, and the trajectory of the development of nondeclarative knowledge was different for L1 and L2 readers. We interpret these findings in terms of the declarative and nondeclarative memory processes underpinning contextual word learning.

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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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Middleton, Erica L., and Myrna F. Schwartz. "Errorless learning in cognitive rehabilitation: A critical review." Neuropsychological Rehabilitation 22, no. 2 (April 2012): 138–68. http://dx.doi.org/10.1080/09602011.2011.639619.

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Oudman, Erik. "Errorless skill learning in long-term Korsakoff care." International Psychogeriatrics 31, no. 08 (April 11, 2019): 1225. http://dx.doi.org/10.1017/s1041610218001667.

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Jones, Robert S. P., and Caroline B. Eayrs. "ERRORLESS LEARNING REVISITED: TOWARDS AN EFFECTIVE TEACHING STRATEGY." Mental Handicap Research 7, no. 2 (March 25, 2010): 160–61. http://dx.doi.org/10.1111/j.1468-3148.1994.tb00124.x.

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Sidman, Murray. "Errorless Learning and Programmed Instruction: The Myth of the Learning Curve." European Journal of Behavior Analysis 11, no. 2 (December 2010): 167–80. http://dx.doi.org/10.1080/15021149.2010.11434341.

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Page, Mike, Barbara A. Wilson, Agnes Shiel, Gina Carter, and Dennis Norris. "What is the locus of the errorless-learning advantage?" Neuropsychologia 44, no. 1 (January 2006): 90–100. http://dx.doi.org/10.1016/j.neuropsychologia.2005.04.004.

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Hunkin, Nicola M., Ella J. Squires, Frances K. Aldrich, and Alan J. Parkin. "Errorless Learning and the Acquisition of Word Processing Skills." Neuropsychological Rehabilitation 8, no. 4 (October 1998): 433–49. http://dx.doi.org/10.1080/713755581.

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Conroy, Paul, and Matthew A. Lambon Ralph. "Errorless learning and rehabilitation of language and memory impairments." Neuropsychological Rehabilitation 22, no. 2 (April 2012): 137. http://dx.doi.org/10.1080/09602011.2012.662064.

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Wilson, Barbara A., Alan Baddeley, Jonathan Evans, and Agnes Shiel. "Errorless learning in the rehabilitation of memory impaired people." Neuropsychological Rehabilitation 4, no. 3 (September 1994): 307–26. http://dx.doi.org/10.1080/09602019408401463.

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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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Warmington, Meesha, Graham J. Hitch, and Susan E. Gathercole. "Improving word learning in children using an errorless technique." Journal of Experimental Child Psychology 114, no. 3 (March 2013): 456–65. http://dx.doi.org/10.1016/j.jecp.2012.10.007.

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Middleton, Erica L., Myrna F. Schwartz, Katherine A. Rawson, and Kelly Garvey. "Test-enhanced learning versus errorless learning in aphasia rehabilitation: Testing competing psychological principles." Journal of Experimental Psychology: Learning, Memory, and Cognition 41, no. 4 (July 2015): 1253–61. http://dx.doi.org/10.1037/xlm0000091.

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Wood, A. E., R. S. Kern, and A. Tapp. "Errorless learning in patients with schizophrenia and non-affected controls." Schizophrenia Research 60, no. 1 (March 2003): 186. http://dx.doi.org/10.1016/s0920-9964(03)81089-7.

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Lawrie, S. M., H. Russell, E. C. Johnstone, and R. E. O'Carroll. "Errorless learning as a treatment for memory impaired schizophrenic patients." Schizophrenia Research 29, no. 1-2 (January 1998): 47. http://dx.doi.org/10.1016/s0920-9964(97)88408-3.

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Clare, L. "Errorless learning of face-name associations in early Alzheimer's disease." Neurocase 5, no. 1 (February 1, 1999): 37a—46. http://dx.doi.org/10.1093/neucas/5.1.37-a.

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Hunkin, Nicola M., Ella J. Squires, Alan J. Parkin, and Julie A. Tidy. "Are the benefits of errorless learning dependent on implicit memory?" Neuropsychologia 36, no. 1 (January 1998): 25–36. http://dx.doi.org/10.1016/s0028-3932(97)00106-1.

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Clare, Linda, Barbara A. Wilson, Kristin Breen, and John R. Hodges. "Errorless learning of face-name associations in early Alzheimer's disease." Neurocase 5, no. 1 (January 1999): 37–46. http://dx.doi.org/10.1080/13554799908404063.

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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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Leaf, Justin B., Joseph H. Cihon, Julia L. Ferguson, Christine M. Milne, Ronald Leaf, and John McEachin. "Comparing Error Correction to Errorless Learning: A Randomized Clinical Trial." Analysis of Verbal Behavior 36, no. 1 (February 19, 2020): 1–20. http://dx.doi.org/10.1007/s40616-019-00124-y.

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Poolton, J. M., R. S. W. Masters, and J. P. Maxwell. "The relationship between initial errorless learning conditions and subsequent performance." Human Movement Science 24, no. 3 (June 2005): 362–78. http://dx.doi.org/10.1016/j.humov.2005.06.006.

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Manasco, M. Hunter, Nicholas Barone, and Amanda Brown. "A Role for YouTube in Telerehabilitation." International Journal of Telerehabilitation 2, no. 2 (October 27, 2010): 15–18. http://dx.doi.org/10.5195/ijt.2010.6050.

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YouTube is a free video sharing website that allows users to post and view videos. Although there are definite limitations in the applicability of this website to telerehabilitation, there are possible uses that should not be overlooked. Certain types of therapy, such as errorless learning therapy for certain language and cognitive deficits can be provided remotely via YouTube. In addition, negative emotional reactions to deficits are known to delay or halt recovery. The social networking capability YouTube provides enables individuals with health problems that may be unable to leave their houses an opportunity to gain valuable emotional support by meeting and communicating with others with similar problems. This article address the benefits and limitations of YouTube in the context of telerehabilitation and reports patient feedback on errorless learning therapy for aphasia delivered via videos posted on YouTube.

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Laffan, Amanda J., Claudia Metzler-Baddeley, Ian Walker, and Roy W. Jones. "Making errorless learning more active: Self-generation in an error free learning context is superior to standard errorless learning of face–name associations in people with Alzheimer's disease." Neuropsychological Rehabilitation 20, no. 2 (April 2010): 197–211. http://dx.doi.org/10.1080/09602010903202432.

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Keel, Marie C., and David L. Gast. "Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning." Exceptional Children 58, no. 4 (February 1992): 357–68. http://dx.doi.org/10.1177/001440299205800408.

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This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

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M.-Śmigórska, Agnieszka, Krzysztof Śmigórski, and Joanna Rymaszewska. "Errorles Learning as a method of neuropsychological rehabilitation of individuals suffering from dementia in the course of Alzheimer's disease." Psychiatria Polska 53, no. 1 (February 28, 2019): 117–27. http://dx.doi.org/10.12740/pp/81104.

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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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Crowe, Jessica, and Linda Gabriel. "Errorless Learning and Spaced Retrieval Training for Clients with Alzheimer's Dementia." Physical & Occupational Therapy In Geriatrics 31, no. 3 (May 20, 2013): 254–67. http://dx.doi.org/10.3109/02703181.2013.796037.

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Kern, Robert S., Michael F. Green, Sharon Mitchell, Alex Kopelowicz, Jim Mintz, and Robert P. Liberman. "Extensions of Errorless Learning for Social Problem-Solving Deficits in Schizophrenia." American Journal of Psychiatry 162, no. 3 (March 2005): 513–19. http://dx.doi.org/10.1176/appi.ajp.162.3.513.

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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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Wong, Andus Wing-Kuen, Tara Whitehill, Estella Ma, and Rich Masters. "Effects of errorless learning on the acquisition of velopharyngeal movement control." Journal of the Acoustical Society of America 131, no. 4 (April 2012): 3273. http://dx.doi.org/10.1121/1.4708235.

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Li, Ruijie, and Karen P. Y. Liu. "The use of errorless learning strategies for patients with Alzheimer’s disease." International Journal of Rehabilitation Research 35, no. 4 (December 2012): 292–98. http://dx.doi.org/10.1097/mrr.0b013e32835a2435.

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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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