# Citation Scheper, I. (Inge), Ellen R.A. de Bruijn, Dirk Bertens, Roy Kessels, Brazil, I.A. (Inti) (2019). The impact of error frequency on errorless and errorful learning of object locations using a novel paradigm [Data set]. http://hdl.handle.net/11633/aacfemkf. # Abstract Errorless learning (EL) is an approach in which errors are eliminated or reduced as much as possible while learning of new information or skills. In contrast, during trial-and-error - or errorful - learning (TEL) errors are not reduced and are often even promoted. There is a complex and conflicting pattern of evidence whether EL or TEL may result in better memory performance. One major confound in the extant literature is that most EL studies have not controlled for the number of errors made during TEL, resulting in a large variability in the amount of errors committed. This variability likely explains why studies on the cognitive underpinnings of EL and TEL have produced mixed findings. In this study, a novel object-location learning task was employed to examine EL and TEL in 30 healthy young adults. The number of errors was systematically manipulated, allowing us to investigate the impact of frequency of errors on learning outcome. The results showed that recall from memory was significantly better during EL. However, the number of errors made during TEL did not influence the performance in young adults. Altogether, our novel paradigm is promising for measuring EL and TEL, allowing for more accurate analyses to understand the impact of error frequency on a person’s learning ability and style. # Background information You can find more information, including relevant publications pertaining to this dataset on the collection overview page at http://hdl.handle.net/11633/aacfemkf. A complete list of files that are part of this dataset can be found in the file MANIFEST.txt, including a SHA256 hash for each file to allow verification of correct data transfer. # Restrictions on data access and reuse The access to and use of this dataset is only allowed under the conditions listed in the data use agreement, as detailed in the file LICENSE.txt. Neither the Donders Institute or Radboud University, nor the researchers that provide this dataset should be included as an author of publications or presentations if this authorship would be based solely on the use of this data. However, we ask you to acknowledge the use of the data and data derived from the data when publicly presenting any results or algorithms that benefitted from their use: 1) Papers, book chapters, books, posters, oral presentations, and all other presentations of results derived from the data should acknowledge the origin of the data as follows: "Data were provided (in part) by the Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen". 2) Authors of publications or presentations using the data should cite relevant publications describing the methods developed and used by the Donders Institute to acquire and process the data. The specific publications that are appropriate to cite in any given study will depend on what the data were used for and for what purposes. When applicable, a list of publications will be specified on the collection overview page.