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This is an early access version, the complete PDF, HTML, and XML versions will be available soon. Open AccessArticle by 1,* and 2 1 Educational Testing Service Global, Amsterdam, Strawinskylaan 929, 1077 XX Amsterdam, The Netherlands 2 Educational Testing Service, Princeton, NJ 08544, USA * Author to whom correspondence should be addressed. J. Intell.
For years, many educators have championed “errorless learning," advising teachers (and students) to create study conditions that do not permit errors. For example, a classroom teacher might drill students repeatedly on the same multiplication problem, with very little delay between the first and second presentations of the problem, ensuring that the student gets the answer correct each time.
References Anderson, J. R., Corbett, A. T., Koedinger, K. R., &Pelletier, R. (1995). Cognitive tutors: Lessons learned.Journal of the Learning Sciences,4, 167–207. doi:10.1207/s15327809jls0402_2 Article Google Scholar Anderson, R. C., Kulhavy, R. W., &Andre, T. (1971). Feedback procedures in programmed instruction.Journal of Educational Psychology,62, 148–156. doi:10.1037/h0030766 Article Google Scholar Bjork, R. A., &Linn, M. C. (2006).
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