Trial and error versus errorless learning of functional skills in patients with acute stroke

Abstract

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Emerging evidence of the association between cognitive deficits and arm motor recovery after stroke: A meta-analysis

“…Our results show a weak association between attention and improvements in arm impairments and activity limitations and no association between memory and motor improvement. This is in contrast to previous research demonstrating stronger associations between attention and improvement in arm activity scores ( Carter et al., 1988 ; Robertson et al., 1997 ; Hyndman et al., 2008 ) and between memory and motor rehabilitation outcomes ( Mount et al., 2007 ). Dissimilarities in the chronicity of the stroke population in previous studies and those included in the present meta-analysis, may account for the differences.…”

“…Dissimilarities in the chronicity of the stroke population in previous studies and those included in the present meta-analysis, may account for the differences. Studies that found strong associations between attention/memory and motor improvement ( Robertson et al., 1997 ; Hyndman et al., 2008 ; Mount et al., 2007 ) examined individuals with more acute stroke than those included in this review. The nature of the association between different cognitive domains and motor recovery may not be the same in the acute and chronic phases of stroke( Nys et al., 2005 ; Snaapshan & de Leeuw, 2007 ; Barker-Collo et al., 2012 ).…”

Brain activations in errorless and errorful learning in patients with diffuse axonal injury: A functional MRI study

“…EL is a learning method in which errors are avoided as much as possible in the acquisition process of new skills or information. Since Baddely & Wilson [3] reported the effectiveness of EL for the treatment of patients with amnesia, the technique has been applied to the rehabilitation of patients with various memory impairments, and many reports have been published to date [4][5][6][7][8][9][10].…”

Effectiveness of external cues to facilitate task performance in people with neurological disorders: a systematic review and meta-analysis

“…The interventions examined in the different studies included auditory cues (n=3), [25,26,27] verbal cues (n=6), [13,28,29,30,31,32] tactile cues (n=1),[33] visual cues (n=6) [34,35,36,37,38,39] and multi-component interventions which included more than one type of cueing (n=10) ( Table 1). [14,40,41,42,43,44,45,46,47,48] The majority of included studies were RCTs (n=21) and most of the included studies had small sample sizes (≤50 participants, n=19).…”

“…Six studies examined different verbal cues [13,28,29,30,31,32] and four of these were conducted in people with stroke (Table 1). [13,28,29,30] One small randomized cross-over study ( n=33) found no significant difference in intervention compared to control groups when examining the effect of verbal cues for a wheelchair preparation task for people with stroke (median number of days to learn task: 2.5 in intervention group vs. 3 in control group) and similar results were observed for a sock donning task. [30] A further non-randomised selfcontrolled study of people living with dementia compared verbal cues vs. an implicit method to learn a microwave and coffee machine task and found no difference between the groups as they were both successful in task performance (p=0.16).…”