Errorless learning in the rehabilitation of memory impairment: A critical review Export

@article{citeulike:4123611, abstract = {This review considers the origins of the errorless learning (EL) concept, its application in memory rehabilitation, the evidence for its effectiveness, and the theoretical basis for the observed findings. The evidence suggests that EL offers valuable benefits for at least some people with memory impairments when teaching certain types of tasks. However, the benefits are not evident for all groups, some findings are equivocal, and there are some limitations associated with this approach. We discuss methodological issues impacting on these mixed findings, consider which theoretical explanations might account for the findings regarding benefits and limitations of EL, and comment on the implications for rehabilitation practitioners of the current state of evidence in this area. {\copyright} 2008 Springer Science+Business Media, LLC.}, address = {School of Psychology, Bangor University, Bangor, Gwynedd LL57 2AS, United Kingdom}, author = {Clare, L. and Jones, R. S. P.}, citeulike-article-id = {4123611}, citeulike-linkout-0 = {http://www.scopus.com/scopus/inward/record.url?eid=2-s2.0-38749146548&partnerID=40}, comment = {Source: Scopus ---=note-separator=--- Export Date: 3 March 2009}, journal = {Neuropsychology Review}, keywords = {acquired, attention, brain, dementia, executive, function, implicit, injury, memory}, number = {1}, pages = {1--23}, posted-at = {2009-03-03 15:25:35}, priority = {2}, title = {Errorless learning in the rehabilitation of memory impairment: A critical review}, url = {http://www.scopus.com/scopus/inward/record.url?eid=2-s2.0-38749146548&partnerID=40}, volume = {18}, year = {2008} }

TY - JOUR ID - citeulike:4123611 L3 - citeulike-article-id:4123611 N2 - This review considers the origins of the errorless learning (EL) concept, its application in memory rehabilitation, the evidence for its effectiveness, and the theoretical basis for the observed findings. The evidence suggests that EL offers valuable benefits for at least some people with memory impairments when teaching certain types of tasks. However, the benefits are not evident for all groups, some findings are equivocal, and there are some limitations associated with this approach. We discuss methodological issues impacting on these mixed findings, consider which theoretical explanations might account for the findings regarding benefits and limitations of EL, and comment on the implications for rehabilitation practitioners of the current state of evidence in this area. © 2008 Springer Science+Business Media, LLC. IS - 1 JF - Neuropsychology Review AD - School of Psychology, Bangor University, Bangor, Gwynedd LL57 2AS, United Kingdom EP - 23 TI - Errorless learning in the rehabilitation of memory impairment: A critical review VL - 18 SP - 1 KW - acquired KW - attention KW - brain KW - dementia KW - executive KW - function KW - implicit KW - injury KW - memory N1 - Source: Scopus N1 - Export Date: 3 March 2009 AU - Clare, L AU - Jones, RSP PY - 2008/// UR - http://www.scopus.com/scopus/inward/record.url?eid=2-s2.0-38749146548&partnerID=40 ER -