A comparison of "errorless" and "trial-and-error" learning methods for teaching individuals with acquired memory deficits
A comparison of "errorless" and "trial-and-error" learning methods for teaching individuals with acquired memory deficits
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DOI：
10.1080/096020100389309
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发表时间：
2000-01-01
影响因子：
2.7
通讯作者：
Taussik, I
中科院分区：
文献类型：
--
作者：
Evans, JJ;Wilson, BA;Taussik, I
我们在三个研究阶段进行了九个实验，测试了这样一种假设，即在因后天脑损伤而导致记忆受损的个人中，防止犯错的学习方法(“无错误学习”)将导致比“反复尝试”的学习方法更多的学习。结果表明，促进对所学材料的内隐记忆提取的任务和情景(如以第一个字母为线索的学习名称)将从无错误学习方法中受益，而那些需要明确回忆新联想的任务和情景(如学习路线或编写电子记事本)将不会从无错误学习中受益。与记忆力受损程度较轻的患者相比，严重健忘症患者从无错误学习方法中受益更大，但这可能只适用于学习和回忆之间的间隔相对较短的情况。
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 organiser) will not benefit from errorless learning. The more severely amnesic patients benefit to a greater extent from errorless learning methods than those who are less severely memory impaired, but this may only apply when the interval between learning and recall is relatively short.