ABSTRACT
This chapter focuses on the application of errorless (EL) learning principles to improve the learning outcomes, first in people with Alzheimer's or mixed dementia and then with other forms of dementia and mild cognitive impairment. A large number of studies have used EL principles in paired-associate learning paradigms, in most cases using face–name associations as the studied material. Successful implementation of EL learning principles requires more than simply raising awareness of significant findings in well-controlled studies. The chapter also focuses on the findings relevant to the efficacy of EL learning in patients with dementia are mixed. In addition, more research focusing on potential predictors of learning success in individual patients is needed to optimize personalized treatment outcomes. Various experimental paradigms provide consistent evidence of intact implicit learning in the patients. Nevertheless, severe deficits in everyday skill learning are present and this suggests that the acquisition of everyday activities does not rely solely on implicit learning processes.
