Test-enhanced learning versus errorless learning in aphasia rehabilitation: testing competing psychological principles.
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Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects.Retrieval Practice Fails to Insulate Episodic Memories against Interference after StrokeDoes naming accuracy improve through self-monitoring of errors?EEG Error Prediction as a Solution for Combining the Advantages of Retrieval Practice and Errorless Learning.The timing of spontaneous detection and repair of naming errors in aphasia.Leveraging the test effect to improve maintenance of the gains achieved through cognitive rehabilitation.Implicit learning and implicit treatment outcomes in individuals with aphasia.Word repetition and retrieval practice effects in aphasia: Evidence for use-dependent learning in lexical access.The Relationship Between Baseline Volume in Temporal Areas and Post-Treatment Naming Accuracy in Primary Progressive Aphasia.Retention of Stroke Education Provided during Hospitalization: Does Provision of Required Education Increase Stroke Knowledge?
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P2860
Test-enhanced learning versus errorless learning in aphasia rehabilitation: testing competing psychological principles.
description
2014 nî lūn-bûn
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2014年論文
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name
Test-enhanced learning versus ...... ting psychological principles.
@ast
Test-enhanced learning versus ...... ting psychological principles.
@en
type
label
Test-enhanced learning versus ...... ting psychological principles.
@ast
Test-enhanced learning versus ...... ting psychological principles.
@en
prefLabel
Test-enhanced learning versus ...... ting psychological principles.
@ast
Test-enhanced learning versus ...... ting psychological principles.
@en
P2093
P2860
P356
P1476
Test-enhanced learning versus ...... ting psychological principles.
@en
P2093
Erica L Middleton
Katherine A Rawson
Kelly Garvey
Myrna F Schwartz
P2860
P304
P356
10.1037/XLM0000091
P577
2014-12-22T00:00:00Z