We present nine experiments, in three study phases, which test the hypothesis that learning methods which prevent the making of errors ("errorless learning") will lead to greater learning than "trial-and-error " learning methods amongst individuals who are memory impaired as a result of acquired brain injury. Results suggest that tasks and situations which facilitate retrieval of implicit memory for the learned material (such as learning names with a first letter cue) will benefit from errorless learning methods, whilst those that require the explicit recall of novel associations (such as learning routes or programming an electronic Requests for reprints should be sent to Jonathan J. Evans,

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