Errorless Learning in the Rehabilitation of Memory Impairment: A Critical Review

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.

Alzheimer's disease and implicit memory

“…In relation to second approach, supported by the compensation of the implicit memory, several techniques as errorless and sensorimotor learning are useful to learn and retain new information by mild AD patients 86 . As for the first technique, it was reported that errors made by patients during the learning process impair the retention of information 87 .…”

A comparison of errorless and errorful therapies for dysgraphia after stroke

“…It is important to note, however, that it is difficult to construct a completely errorless task; therefore the term "errorless" is usually used to describe tasks with relatively few errors (Clare & Jones, 2008). Page, Wilson, Shiel, Carter and Norris (2006) define errorless learning as "a teaching technique whereby people are prevented, as far as possible, from making mistakes" (p. 90).…”

“…A review by Clare and Jones (2008) found that, in studies comparing errorless and errorful learning for people with memory impairments following brain injury, errorless learning was more successful for relearning words Wilson, Baddeley, Evans & Shiel, 1994;Squires, Hunkin & Parkin, 1997;Hunkin, Squires, Parkin & Tidy, 1998;Page et al, 2006). However, Evans, Wilson, Schuri, Andrade, Baddeley, Bruna, Canavan, Della Sala, Green, Laaksonen, Lorenzi, & Taussik (2000) had mixed results: EL was successful for relearning names but not for route learning or putting information into an electronic aid.…”

Can verbal instruction enhance the recall of an everyday task and promote error-monitoring in people with dementia of the Alzheimer-type?

“…knife and bread), because the results of this study hint that visual cues of the setting and task objects are important in prompting memory. This observational learning would be particularly useful in errorless learning techniques where errors are avoided in the learning process to prevent the learner learning an incorrect motor trace (Clare & Jones, 2008). In contrast, if verbal instruction was found to be more effective, then people with dementia could be encouraged to verbalise their actions step-by-step whilst carrying out day-to-day tasks.…”