Context-Dependent Anticipation of Different Task Dynamics:  Rapid Recall of Appropriate Motor Skills Using Visual Cues

Krouchev, Nedialko I.; Kalaska, John

doi:10.1152/jn.00779.2002

Cited by 56 publications

(64 citation statements)

References 18 publications

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“…Also, during associative learning, there were reports of firing rate changes in this area (although not representing the task parameters) (Mitz et al, 1991). Furthermore, there is agreement with psychophysical studies showing that the motor system can use contextual information (for example, for rapid task switching) (Krouchev and Kalaska, 2003;Wada et al, 2003;Mistry and Contreras-Vidal, 2004).…”

Section: Learning-related Responsessupporting

confidence: 56%

Emergence of Novel Representations in Primary Motor Cortex and Premotor Neurons during Associative Learning

Zach

Inbar²,

Grinvald³

et al. 2008

J. Neurosci.

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Neurons in the motor areas of cortex play a key role in associating sensory instructions with movements. However, their ability to acquire and maintain representations of novel stimulus features, especially when these features are behaviorally relevant, remains unknown. We investigated neuronal changes in these areas during and after associative learning, by training monkeys on a novel reaching task that required associating target colors with movement directions. Before and after learning, the monkeys performed a well known center-out task. We found that during learning, up to 48% of the neurons developed learning-related responses, differentiating between the associative task and the center-out task, although movement kinematics were the same. After learning, on returning to the center-out task in which color was irrelevant, many of these neurons maintained their response to the associative task; they displayed novel sensitivity to the color of the target that was relevant during learning. These neuronal responses prevailed in both the primary motor cortex and the ventral and dorsal premotor cortices, without degrading the information that the neurons firing carried about movement direction. Our results show that motor cortical neurons can rapidly develop and maintain sensitivities to novel arbitrary sensory features such as color, when such features are behaviorally relevant.

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Section: Learning-related Responsessupporting

confidence: 56%

Emergence of Novel Representations in Primary Motor Cortex and Premotor Neurons during Associative Learning

Zach

Inbar²,

Grinvald³

et al. 2008

J. Neurosci.

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“…Our results support the idea that force field learning is akin to learning to manipulate an object and, accordingly, only (visual) contextual cues that associated the force field with an object guarded against interference. Strikingly, these visual cues conferred a benefit on subjects even without extensive training and without associating the force and null fields with different arm postures, effectors, or motor tasks (Conditt et al 1997;Gandolfo et al 1996;Hwang et al 2006;Krouchev and Kalaska 2003;Shadmehr and Mussa-Ivaldi 1994;Tong et al 2002). …”

Section: Discussionmentioning

confidence: 99%

“…Without informative contextual cues, it is conceivable that previously learned motor behavior persists, leading to errors when a new task requires a change in motor behavior (Conditt et al 1997;Gandolfo et al 1996;Goodbody and Wolpert 1998;Malfait et al 2005;Mattar and Ostry 2007;Shadmehr and Moussavi 2000;Shadmehr and Mussa-Ivaldi 1994;Tong et al 2002). The search for cues that reduce interference in force field learning has yielded mixed findings (Gandolfo et al 1996;Krouchev and Kalaska 2003;Osu et al 2004;Wada et al 2003). Building on recent studies that have suggested that force field learning is akin to learning to manipulate a novel object (Cothros et al 2006b;Kluzik et al 2008;Lackner and DiZio 2005), this study considers more focused cues, specifically visual cues that relate to object grasp.…”

Section: Introductionmentioning

confidence: 99%

Visual Cues Signaling Object Grasp Reduce Interference in Motor Learning

Cothros

Wong²,

Gribble

2009

Journal of Neurophysiology

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Cothros N, Wong J, Gribble PL. Visual cues signaling object grasp reduce interference in motor learning. J Neurophysiol 102: 2112-2120, 2009. First published August 5, 2009 doi:10.1152/jn.00493.2009. Recent motor learning studies show that human subjects and nonhuman primates form neural representations of novel mechanical environments and associated forces. Whereas proficient adaptation is seen for a single force field, when faced with multiple novel force environments, movement performance and in particular the ability to switch between different force environments declines. It is difficult to reconcile these findings with the notion that primates can proficiently switch between multiple motor skills. Conceivably, particular kinds of sensory, cognitive, or perceptual contextual cues are required. This study examined the effect of visual feedback on motor learning, in particular, cues that simulated interaction with a virtual object. A robot arm was used to deliver novel patterns of forces (force fields) to the limb during reaching movements. We tested the possibility that subjects transition more easily between novel forces and their sudden absence when they are accompanied by visual cues that relate to object grasp. We used a virtual display system to present subjects with different kinds of visual feedback during reaching, including illusory feedback, indicating grasp of a virtual object during reaching in the force field, and object release in the absence of forces. Throughout the experiment, subjects in fact maintained grasp of the robot. We found that, indeed, the most effective visual cues were those associating the force field with grasp of the virtual object and the absence of the force field with release of the object. Our findings show more broadly that specific visual cues can protect motor skills from interference.

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“…For example, it has been demonstrated that subjects can learn opposing force fields if the posture of the arm is altered between the two fields (Gandolfo et al, 1996). However, arbitrary sensory cues, such as color or changes in proprioceptive information from joints not involved in the movement task, are not effective contextual cues promoting independent learning of opposing force fields applied in alternation (Gandolfo et al, 1996;Seidler et al, 2001;Krouchev and Kalaska, 2003;Osu et al, 2004). Here, we tested whether functional (and nonarbitrary) changes in sensory feedback, namely changes in cutaneous feedback when applying loads to the hand versus arm segments, can facilitate independent learning of opposing dynamic tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have sought to determine whether opposing tasks can be represented independently in memory by attempting to identify factors that remove or attenuate interference. For example, it has been demonstrated that subjects can learn opposing force fields if the posture of the arm is altered between the two fields (Gandolfo et al, 1996) or if contextual cues are provided appropriately (Krouchev and Kalaska, 2003;Osu et al, 2004). …”

Section: Introductionmentioning

confidence: 99%

Common Encoding of Novel Dynamic Loads Applied to the Hand and Arm

Davidson¹,

Wolpert²,

Scott³

et al. 2005

J. Neurosci.

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In manual action, the relationship between a given motor command and the ensuing movement depends on the dynamics of both the arm and hand-held objects. Skilled performance relies on the brain learning both these dynamics, and previous studies have examined how people adapt to novel loads applied to either the hand or the arm. In this study, we ask whether these different kinds of load are represented independently as a result of changes in cutaneous feedback and hand-arm coordination. We used a robotic apparatus that could either apply forces to an object held in the subject's hand or directly to the segments of the arm. We tested whether subjects could retain learning of a force field applied to the hand after subsequently experiencing the opposing field applied to the arm (or vice versa), or whether retrograde interference would be observed. In separate experiments, we used force fields and torque fields that were linearly related to either hand or joint velocities, respectively. Our finding of complete interference between opposing fields suggests that loads applied to the arm and hand are not represented independently by the sensorimotor system. This interference occurred despite markedly different cutaneous inputs that were directly related to the movement task. This result suggests that the brain represents dynamics independently of these sensory inputs. In addition, we found that the rate at which subjects adapted to a given force field, specified either in hand or joint coordinates, was independent of whether the forces were applied to the hand or arm segments.

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Context-Dependent Anticipation of Different Task Dynamics: Rapid Recall of Appropriate Motor Skills Using Visual Cues

Cited by 56 publications

References 18 publications

Emergence of Novel Representations in Primary Motor Cortex and Premotor Neurons during Associative Learning

Emergence of Novel Representations in Primary Motor Cortex and Premotor Neurons during Associative Learning

Visual Cues Signaling Object Grasp Reduce Interference in Motor Learning

Common Encoding of Novel Dynamic Loads Applied to the Hand and Arm

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