1,042
Views
9
CrossRef citations to date
0
Altmetric
Original Articles

A comparison of errorless and errorful therapies for dysgraphia after stroke

&
Pages 172-201 | Received 01 Oct 2013, Accepted 01 Dec 2013, Published online: 12 Feb 2014

References

  • Baddeley, A. D., & Wilson, B. A. (1994). When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia, 32, 53–68. doi: 10.1016/0028-3932(94)90068-X
  • Baxter, D. M., & Warrington, E. K. (1994). Measuring dysgraphia: A graded difficulty spelling test. Behavioural Neurology, 7, 107–116
  • Beeson, P. M. (1999). Treating acquired writing impairment: Strengthening graphemic representations. Aphasiology, 13, 367–386. doi: 10.1080/026870399401867
  • Beeson, P. M., Hirsch, F., & Rewega, M. (2002). Successful single-word writing treatment: Experimental analysis of four cases. Aphasiology, 16, 473–491. doi: 10.1080/02687030244000167
  • Beeson, P. M., & Rapcsak, S. Z. (2002). Clinical diagnosis and treatment of spelling disorders. In A. E.Hillis (Ed.), Handbook on adult language disorders: Integrating cognitive neuropsychology, neurology, and rehabilitation (pp. 101–120). Philadelphia, PA: Psychology Press.
  • Bub, D., & Kertesz, A. (1982). Evidence for lexicographic processing in a patient with preserved written over oral single word naming. Brain, 105, 697–717. doi: 10.1093/brain/105.4.697
  • Clare, L., & Jones, R. S. P. (2008). Errorless learning in the rehabilitation of memory impairment: A critical review. Neuropsychology Review, 18, 1–23. doi: 10.1007/s11065-008-9051-4
  • Clare, L., Wilson, B. A., Breen, K., & Hodges, J. R. (1999). Errorless learning of face–name associations in early Alzheimer's disease. Neurocase, 5, 37–46. doi: 10.1080/13554799908404063
  • Clare, L., Wilson, B. A., Carter, G., Gosses, A., Breen, K., & Hodges, J. R. (2000). Intervening with everyday memory problems in early Alzheimer's disease: An errorless learning approach. Journal of Clinical and Experimental Neuropsychology, 22, 132–146. doi: 10.1076/1380-3395(200002)22:1;1-8;FT132
  • Clare, L., Wilson, B. A., Carter, G., & Hodges, J. R. (2003). Cognitive rehabilitation as a component of early intervention in dementia: A single case study. Aging and Mental Health, 7, 15–21. doi: 10.1080/1360786021000045854
  • Clare, L., Wilson, B. A., Carter, G., Hodges, J. R., & Adams, M. (2001). Long-term maintenance of treatment gains following a cognitive rehabilitation intervention in early dementia of Alzheimer type: A single case study. Cognitive Rehabilitation in Dementia: A Special Issue of Neuropsychological Rehabilitation, 11, 477–494.
  • Clare, L., Wilson, B. A., Carter, G., Roth, I., & Hodges, J. (2002). Relearning of face–name associations in early-stage Alzheimer's disease. Neuropsychology, 16, 538–547. doi: 10.1037/0894-4105.16.4.538
  • Conroy, P., Sage, K., & Lambon Ralph, M. A. (2009a). Errorless and errorful therapy for verb and noun naming in aphasia. Aphasiology, 23, 1311–1337. doi: 10.1080/02687030902756439
  • Conroy, P., Sage, K., & Lambon Ralph, M. A. (2009b). The effects of decreasing and increasing cues for verb and noun naming in aphasia. Aphasiology, 23, 707–730. doi: 10.1080/02687030802165574
  • Crerar, M. A. (2004). Aphasia rehabilitation and the strange neglect of speed. Neuropsychological Rehabilitation, 14, 173–206. doi: 10.1080/09602010343000174
  • Crerar, M. A., Ellis, A. W., & Dean, E. C. (1996). Remediation of sentence processing deficits in aphasia using a computer-based microworld. Brain and Language, 5211, 229–275. doi: 10.1006/brln.1996.0010
  • Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215–235. doi: 10.1002/(SICI)1099-0720(200005/06)14:3<215::AID-ACP640>3.0.CO;2-1
  • Damasio, A. (1998). Signs of Aphasia. In M. J. Sarno (Ed.), Acquired aphasia (3rd ed. pp. 25–42). San Diego, CA: Academic Press.
  • DePartz, M. P., Seron, X., & Van der Linden, M. V. (1992). Re-education of surface dysgraphia with a visual imagery strategy. Cognitive Neuropsychology, 9, 369–401. doi: 10.1080/02643299208252065
  • Druks, J., & Masterson, J. (2000). The Object Action Naming Battery. London, UK: Psychology Press.
  • Evans, J. J., Wilson, B. A., Schuri, U., Andrade, J., Baddeley, A., Bruna, O., … Taussik, I. (2000). A comparison of “errorless” and “trial-and-error” learning methods for teaching individuals with acquired memory deficits. Neuropsychological Rehabilitation, 10, 67–101. doi: 10.1080/096020100389309
  • Fillingham, J. K., Sage, K., & Lambon Ralph, M. A. (2005a). Further explorations and an overview of errorless and errorful therapy for aphasic word-finding difficulties: The number of naming attempts during therapy affects outcome. Aphasiology, 19, 597–614. doi: 10.1080/02687030544000272
  • Fillingham, J. K., Sage, K., & Lambon Ralph, M. A. (2005b). Treatment of anomia using errorless versus errorful learning: Are frontal executive skills and feedback important?International Journal of Language & Communication Disorders, 40, 505–523. doi: 10.1080/13682820500138572
  • Fillingham, J. K., Sage, K., & Lambon Ralph, M. A. (2006). The treatment of anomia using errorless learning. Neuropsychological Rehabilitation, 16, 129–154. doi: 10.1080/09602010443000254
  • Hallowell, B., & Chapey, R. (2008). Introduction to language intervention strategies in adult aphasia. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (5th ed. pp. 3–19). Philadelphia, PA: Lippincott Williams & Wilkins.
  • Howard, D., & Patterson, K. (1992). The Pyramids and Palm Trees Test: A test of semantic access from words and pictures. Bury St. Edmunds, UK: Thames Valley Test Company.
  • Hunkin, N. M., Squires, E. J., Parkin, A. J., & Tidy, J. A. (1998). Are the benefits of errorless learning dependent on implicit memory?Neuropsychologia, 36, 25–36. doi: 10.1016/S0028-3932(97)00106-1
  • Jefferies, E., Sage, K., & Lambon Ralph, M. A. (2007). Do deep dyslexia, dysphasia and dysgraphia share a common phonological impairment?Neuropsychologia, 45, 1553–1570. doi: 10.1016/j.neuropsychologia.2006.12.002
  • Kaplan, E., Gallagher, R., & Glosser, G. (1998). Aphasia-related disorders. In M. J. Sarno (Ed.), Acquired aphasia (3rd ed. pp. 309–339). San Diego, CA: Academic Press.
  • Kaplan, E., Goodglass, H., & Weintraub, S. (2001). Boston Naming Test. Philadelphia, PA: Lea and Febiger.
  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968. doi: 10.1126/science.1152408
  • Kay, J., Lesser, R., & Coltheart, M. (1992). Psycholinguistic Assessments of Language Processing in Aphasia (PALPA). Hove, UK: Lawrence Erlbaum Associates.
  • Kertesz, A. (2006). Western Aphasia Battery. New York: Grune & Stratton,
  • Kumar, V. P., & Humphries, G. W. (2008). The role of semantic knowledge in relearning spellings: Evidence from deep dysgraphia. Aphasiology, 22, 489–504. doi: 10.1080/02687030701517206
  • Lambon Ralph, M. A., Snell, C., Fillingham, J., Conroy, P., & Sage, K. (2010). Predicting the outcome of anomia therapy for people with aphasia post CVA: Both language and cognitive status are key predictors. Neuropsychological Rehabilitation, 20, 289–305. doi: 10.1080/09602010903237875
  • McCandliss, B., Fiez, J., Protopapas, A., Conway, M., & McClelland, J. (2002). Success and failure in teaching the /r/ - /l/ contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception. Cognitive, Affective, and BehaviouralNeuroscience, 2, 89–108. doi: 10.3758/CABN.2.2.89
  • McClelland, J., Thomas, A. G., McCandliss, B., & Fiez, J. (1999). Understanding failures of learning: Hebbian learning, competition for representational space, and some preliminary data. Progress in Brain Research, 121, 75–80. doi: 10.1016/S0079-6123(08)63068-X
  • McKissock, S., & Ward, J. (2007). Do errors matter? Errorless and errorful learning in anomic picture naming. Neuropsychological Rehabilitation, 17, 355–373. doi: 10.1080/09602010600892113
  • Miceli, G., Silveri, M. C., & Caramazza, A. (1985). Cognitive analysis of a case of pure agraphia. Brain andLanguage, 25, 187–212. doi: 10.1016/0093-934X(85)90080-X
  • Middleton, E., & Schwartz, M. (2012). Errorless learning in cognitive rehabilitation: A critical review. Neuropsychological Rehabilitation, 22, 138–168. doi: 10.1080/09602011.2011.639619
  • Nickels, L. (2002). Theoretical and methodological issues in the cognitive neuropsychology of spoken word production. Aphasiology, 16(1/2), 3–19. doi: 10.1080/02687040143000645
  • Page, M., Wilson, B. A., Shiel, A., Carter, G., & Norris, D. (2006). What is the locus of the errorless-learning advantage? Neuropsychologia, 44, 90–100. doi: 10.1016/j.neuropsychologia.2005.04.004
  • Patterson, K., & Lambon Ralph, M. A. (1999). Selective disorders of reading? Current Opinion in Neurobiology, 9, 235–239. doi: 10.1016/S0959-4388(99)80033-6
  • Rapcsak, S. Z., & Beeson, P. M. (2002). Neuroanatomical correlates of spelling and writing. In A. Hillis (Ed.), The handbook of adult language disorders: Integrating cognitive neuropsychology, neurology, and rehabilitation (pp. 47–69). Philadelphia, PA: Psychology Press.
  • Rapcsak, S. Z., Beeson, P. M., Henry, M. L., Leyden, A., Kim, E., Rising, K., … Cho, H. (2009). Phonological dyslexia and dysgraphia: Cognitive mechanisms and neural substrates. Cortex, 45, 575–591. doi: 10.1016/j.cortex.2008.04.006
  • Rapp, B. (2002). Uncovering the cognitive architecture of spelling. In A. Hillis (Ed.), The handbook of adult language disorders: Integrating cognitive neuropsychology, neurology, and rehabilitation (pp. 47–69). Philadelphia, PA: Psychology Press.
  • Rapp, B. (2005). The relationship between treatment outcomes and the underlying cognitive deficit: Evidence from the remediation of acquired dysgraphia. Aphasiology, 19, 994–1008. doi: 10.1080/02687030544000209
  • Rapp, B., & Kane, A. (2002). Remediation of deficits affecting different components of the spelling process. Aphasiology, 16, 439–454. doi: 10.1080/02687030244000301
  • Raymer, A. M., Cudworth, C., & Haley, M. A. (2003). Spelling treatment for an individual with dysgraphia: Analysis of generalization to untrained words. Aphasiology, 17, 607–624. doi: 10.1080/02687030344000058
  • Raymer, A., Strobel, J., Prokup, T., Thomason, B., & Reff, K. L. (2010). Errorless versus errorful training of spelling in individuals with acquired dysgraphia. NeuropsychologicalRehabilitation, 20, 1–15.
  • Sage, K., & Ellis, A. (2006). Using orthographic neighbours to treat a case of graphemic buffer disorder. Aphasiology, 20, 851–870. doi: 10.1080/02687030600738945
  • Schmalzl, L., & Nickels, L. (2006). Treatment of irregular word spelling in acquired dysgraphia: Selective benefit from visual mnemonics. Neuropsychological Rehabilitation, 16, 1–37. doi: 10.1080/09602010443000218
  • Shallice, T. (1981). Phonological agraphia and the lexical route in writing. Brain, 104, 413–429. doi: 10.1093/brain/104.3.413
  • Shallice, T., Glasspool, D. W., & Houghton, G. (1995). Can neuropsychological evidence inform connectionist modelling? Analyses of spelling. Language and Cognitive Processes, 10, 195–225. doi: 10.1080/01690969508407094
  • Squires, E. J., Hunkin, N. M., & Parkin, A. J. (1997). Errorless learning of novel associations in amnesia. Neuropsychologia, 35, 1103–1111. doi: 10.1016/S0028-3932(97)00039-0
  • Swinburn, K., Porter, G., & Howard, D. (2004). Comprehensive Aphasia Test. Hove, UK: Psychology Press.
  • Thompson, C. P., Wenger, S. K., & Bartling, C. A. (1978). How recall facilitates subsequent recall: A reappraisal. Journal of Experimental Psychology: Human Learning and Memory, 4, 210–221.
  • Wheeler, M., Ewers, M., & Buonanno, J. (2003). Different rates of forgetting following study versus test trials. Memory, 11, 571–580. doi: 10.1080/09658210244000414
  • Whitworth, A., Webster, J., & Howard, D. (2005). A cognitive neuropsychological approach to assessment and intervention in aphasia: A clinician's guide. Hove, UK: Psychology Press.
  • Wilson, B. A., Baddeley, A., Evans, J., & Shiel, A. (1994). Errorless learning in the rehabilitation of memory impaired people. Neuropsychological Rehabilitation, 4, 307–326. doi: 10.1080/09602019408401463

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.