Learning-in-interaction: resourceful work by people with aphasia and therapists in the course of language impairment therapy

Background: “Learning” in aphasia language therapy has been studied in various ways. Empirical approaches to learning potential have been proposed, and attempts have been made to apply a range of concepts from learning theory. “Error” has been an important consideration and has received much recent attention through the application of “errorless learning” approaches. Errorless learning has been conceptualised in terms of error‐elimination and error‐reduction methods, with and without feedback. Authors have addressed questions of how “easy” and “difficult” may be embodied within the learning context. Key principles from adult learning models have also been espoused as relevant to aphasia language therapy. Therapist–client interactions in aphasia language therapy embody a range of features that are implicated in the learning process.