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Errorless learning in cognitive rehabilitation: A critical review

机译:认知康复中的无错误学习:一项重要评论

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Cognitive rehabilitation research is increasingly exploring errorless learning interventions, which prioritise the avoidance of errors during treatment. The errorless learning approach was originally developed for patients with severe anterograde amnesia, who were deemed to be at particular risk for error learning. Errorless learning has since been investigated in other memory-impaired populations (e.g., Alzheimer's disease) and acquired aphasia. In typical errorless training, target information is presented to the participant for study or immediate reproduction, a method that prevents participants from attempting to retrieve target information from long-term memory (i.e., retrieval practice). However, assuring error elimination by preventing difficult (and error-permitting) retrieval practice is a potential major drawback of the errorless approach. This review begins with discussion of research in the psychology of learning and memory that demonstrates the importance of difficult (and potentially errorful) retrieval practice for robust learning and prolonged performance gains. We then review treatment research comparing errorless and errorful methods in amnesia and aphasia, where only the latter provides (difficult) retrieval practice opportunities. In each clinical domain we find the advantage of the errorless approach is limited and may be offset by the therapeutic potential of retrieval practice. Gaps in current knowledge are identified that preclude strong conclusions regarding a preference for errorless treatments over methods that prioritise difficult retrieval practice. We offer recommendations for future research aimed at a strong test of errorless learning treatments, which involves direct comparison with methods where retrieval practice effects are maximised for long-term gains.View full textDownload full textKeywordsErrorless, Errorful, Retrieval practice, Testing, Spacing, Aphasia, AmnesiaRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09602011.2011.639619
机译:认知康复研究越来越多地探索无错误的学习干预措施,该措施优先考虑在治疗过程中避免错误。无错误学习方法最初是为患有严重顺行性健忘症的患者开发的,这些患者被认为特别容易出错。此后,在其他记忆障碍人群(例如阿尔茨海默氏病)和获得性失语症中进行了无错误学习的研究。在典型的无差错训练中,将目标信息呈现给参与者以进行研究或立即复制,这是一种防止参与者尝试从长期记忆中检索目标信息(即检索实践)的方法。但是,通过防止困难的(和允许错误的)检索实践来确保消除错误是无错误方法的潜在主要缺点。这篇综述从对学习和记忆心理学研究的讨论开始,该研究证明了艰难(且可能有错误)的检索实践对于稳健学习和长期表现提升的重要性。然后,我们回顾了对失忆症和失语症中无错误和错误方法进行比较的治疗研究,其中只有后者才能提供(困难的)检索实践机会。在每个临床领域中,我们发现无差错方法的优势是有限的,并且可能会被检索实践的治疗潜力所抵消。可以识别出当前知识中的空白,这些空白排除了关于优先选择无差错处理方法而不是优先于困难检索实践的方法的强有力结论。我们提供了针对未来研究的建议,旨在对无错误学习治疗进行有力的测试,其中涉及与最大化检索实践效果以获得长期收益的方法进行直接比较。查看全文下载全文关键字无错,错误,检索实践,测试,间距,失语症,失忆症相关的var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,servicescompact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,发布日期:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09602011.2011.639619

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