Are the benefits of errorless learning dependent on implicit memory?
| Autor: | Nicola M. Hunkin, Alan J. Parkin, Julie A. Tidy, Ella J. Squires |
|---|---|
| Rok vydání: | 1998 |
| Předmět: |
Adult
Male Memory Disorders Cognitive Neuroscience Experimental and Cognitive Psychology Middle Aged Verbal Learning Verbal learning medicine.disease Behavioral Neuroscience Free recall Errorless learning Mental Recall medicine Explicit memory Memory impairment Humans Memory disorder Female Implicit memory Psychology Priming (psychology) Reinforcement Psychology Cognitive psychology Aged |
| Zdroj: | Neuropsychologia. 36(1) |
| ISSN: | 0028-3932 |
| Popis: | The effectiveness of errorless and errorful learning methods was compared in two experiments in which a group of memory-impaired individuals learned lists of single words. In both experiments, error prevention during learning resulted in higher levels of cued recall performance than trial-and-error learning. Experiment 1 showed that the beneficial effects of the errorless learning method extended over a delay of up to 48 hr and were also observed in free recall. The hypothesis that the benefits of errorless learning rely upon implicit memory was tested in Experiment 2. No evidence was found to support the hypothesis. Implicit memory was observed following both errorless and errorful learning, but there was no indication that enhanced performance in the errorless condition could be accounted for by implicit memory. There was no correlation between performance on a direct test (cued recall) and performance on an indirect test (fragment completion) for the same materials. Furthermore, the extent of priming was no greater for recalled items than non-recalled items in the cued recall test. It is proposed that the benefits of errorless learning in this paradigm stem from the effects of error prevention on residual explicit memory. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect