It has been proposed that the sensorimotor system uses a loss (cost) function to evaluate potential movements in the presence of random noise. Here we test this idea in the context of both error-based and reinforcement-based learning. In a reaching task, we laterally shifted a cursor relative to true hand position using a skewed probability distribution. This skewed probability distribution had its mean and mode separated, allowing us to dissociate the optimal predictions of an error-based loss function (corresponding to the mean of the lateral shifts) and a reinforcement-based loss function (corresponding to the mode). We then examined how the sensorimotor system uses error feedback and reinforcement feedback, in isolation and combination, when deciding where to aim the hand during a reach. We found that participants compensated differently to the same skewed lateral shift distribution depending on the form of feedback they received. When provided with error feedback, participants compensated based on the mean of the skewed noise. When provided with reinforcement feedback, participants compensated based on the mode. Participants receiving both error and reinforcement feedback continued to compensate based on the mean while repeatedly missing the target, despite receiving auditory, visual and monetary reinforcement feedback that rewarded hitting the target. Our work shows that reinforcement-based and error-based learning are separable and can occur independently. Further, when error and reinforcement feedback are in conflict, the sensorimotor system heavily weights error feedback over reinforcement feedback.

Consideration of previous successes and failures is essential to mastering a motor skill. Much of what we know about how humans and animals learn from such reinforcement feedback comes from experiments that involve sampling from a small number of discrete actions. Yet, it is less understood how we learn through reinforcement feedback when sampling from a continuous set of possible actions. Navigating a continuous set of possible actions likely requires using gradient information to maximize success. Here we addressed how humans adapt the aim of their hand when experiencing reinforcement feedback that was associated with a continuous set of possible actions. Specifically, we manipulated the change in the probability of reward given a change in motor action—the reinforcement gradient—to study its influence on learning. We found that participants learned faster when exposed to a steep gradient compared to a shallow gradient. Further, when initially positioned between a steep and a shallow gradient that rose in opposite directions, participants were more likely to ascend the steep gradient. We introduce a model that captures our results and several features of motor learning. Taken together, our work suggests that the sensorimotor system relies on temporally recent and spatially local gradient information to drive learning.

As plans develop for Mars missions, it is important to understand how long-duration spaceflight impacts brain health. Here we report how 12-month (n = 2 astronauts) versus 6-month (n = 10 astronauts) missions impact brain structure and fluid shifts. We collected MRI scans once before flight and four times after flight. Astronauts served as their own controls; we evaluated pre- to postflight changes and return towards preflight levels across the four postflight points. We also provide data to illustrate typical brain changes over seven years in a reference dataset. Twelve months in space generally resulted in larger changes across multiple brain areas compared to 6-month missions and aging, particularly for fluid shifts. The majority of changes returned to preflight levels by six months after flight. Ventricular volume substantially increased for one of the 12-month astronauts (left:+25%, right:+23%) and the 6-month astronauts (left:17 ± 12%, right:24 ± 6%) and exhibited little recovery at six months. Several changes correlated with past flight experience; those with less time between subsequent missions had larger preflight ventricles and smaller ventricular volume increases with flight. This suggests that spaceflight-induced ventricular changes may endure for long periods after flight. These results provide insight into brain changes that occur with long-duration spaceflight and demonstrate the need for closer study of fluid shifts.

Summary An influential idea in neuroscience is that the sensory-motor system is activated when observing the actions of others [1,2]. This idea has recently been extended to motor learning, in which observation results in sensory-motor plasticity and behavioral changes in both motor and somatosensory domains [3–9]. However, it is unclear how the brain maps visual information onto motor circuits for learning. Here we test the idea that the somatosensory system, and specifically primary somatosensory cortex (S1), plays a role in motor learning by observing. In Experiment 1 we applied stimulation to the median nerve to occupy the somatosensory system with unrelated inputs while participants observed a tutor learning to reach in a force field. Stimulation disrupted motor learning by observing in a limb-specific manner. Stimulation delivered to the right arm (same arm used by the tutor) disrupted learning whereas left arm stimulation did not. This is consistent with the idea that a somatosensory representation of the observed effector must be available during observation for learning to occur. In Experiment 2 we assessed S1 cortical processing before and after observation by measuring somatosensory evoked potentials (SEPs) associated with median nerve stimulation. SEP amplitudes increased only for participants who observed learning. Moreover, SEPs increased more for participants who exhibited greater motor learning following observation. Taken together, these findings support the idea that motor learning by observing relies on functional plasticity in S1. We propose that visual signals about the movements of others are mapped onto motor circuits for learning via the somatosensory system.

Microgravity alters vestibular signaling. In-flight adaptation to altered vestibular afferents is reflected in post-spaceflight aftereffects, evidenced by declines in vestibularly mediated behaviors (e.g., walking/standing balance), until readaptation to Earth’s 1G environment occurs. Here we examine how spaceflight affects neural processing of applied vestibular stimulation. We used fMRI to measure brain activity in response to vestibular stimulation in 15 astronauts pre- and post-spaceflight. We also measured vestibularly-mediated behaviors, including balance, mobility, and rod-and-frame test performance. Data were collected twice preflight and four times postflight. As expected, vestibular stimulation at the preflight sessions elicited activation of the parietal opercular area (“vestibular cortex”) and deactivation of somatosensory and visual cortices. Pre- to postflight, we found widespread reductions in this somatosensory and visual cortical deactivation, supporting sensory compensation and reweighting with spaceflight. These pre- to postflight changes in brain activity correlated with changes in eyes closed standing balance, and greater pre- to postflight reductions in deactivation of the visual cortices associated with less postflight balance decline. The observed brain changes recovered to baseline values by 3 months postflight. Together, these findings provide evidence for sensory reweighting and adaptive cortical neuroplasticity with spaceflight. These results have implications for better understanding compensation and adaptation to vestibular functional disruption.