ABSTRACT
This chapter reviews the evidence from these studies of errorless (EL) learning in people with acquired brain injury, excluding those who present with language disorders and those with Korsakoff's syndrome. It describes the evidence for EL learning as a function of study design. Group studies are also classified in terms of the types of task used, so that the nature of the tasks for which a benefit of EL learning has been demonstrated is clear. Furthermore, studies are also discussed in relation to the type of test of learning used, and the specific form of the EL learning technique, noting that some might be described as "error-minimising" rather than "errorless". An issue for the word-list studies is they rely on cued recall to facilitate recollection. A small number of studies have used word-list paradigms to investigate learning methods that differ from the standard EL learning format.
