title: Improving word learning in children using an errorless technique.
abstract: The current experiment examined the relative advantage of an errorless learning technique over an errorful one in the acquisition of novel names for unfamiliar objects in typically developing children aged between 7 and 9 years. Errorless learning led to significantly better learning than did errorful learning. Processing speed and vocabulary predicted unique significant variance in errorful learning but not errorless learning, suggesting a possible locus for the errorless advantage. Errorless methods may provide a suitable basis not only for improving language learning but also for improving classroom learning and identifying children who will benefit from this technique.
authors.affiliation: Department of Psychology, University of York, Heslington, York Y010 5DD, UK. meesha.warmington@york.ac.uk
authors.forename: Meesha
authors.initials: M
authors.lastname: Warmington
authors.forename: Graham J
authors.initials: GJ
authors.lastname: Hitch
authors.forename: Susan E
authors.initials: SE
authors.lastname: Gathercole
mesh_terms: D002648:Child; D003071:Cognition / Q000502:physiology; D005260:Female; D006801:Humans; D007807:Language Tests / Q000706:statistics & numerical data; D007858:Learning / Q000502:physiology*; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology; D010700:Phonetics; D011932:Reading; D021641:Recognition, Psychology / Q000502:physiology; D013647:Task Performance and Analysis; D014825:Vocabulary