Learning to use novel objects: A training study on the acquisition of novel action representations

Abstract

a b s t r a c tMany studies have suggested that the motor system is organized in a hierarchical fashion, around the prototypical end location associated with using objects. However, most studies supporting the hierarchical view have used well-known actions and objects that are highly over-learned. Accordingly, at present it is unclear if the hierarchical principle applies to learning the use of novel objects as well. In the present study we found that when learning to use a novel object subjects acquired an action representation of the end location associated with using the object, as evidenced by slower responses in an action observation task, when the object was presented at an incorrect end location. By showing the importance of knowledge about end locations when learning to use a novel object, the present study suggests that end locations are a fundamental organizing feature of the human motor system.

Acquiring functional object knowledge through motor imagery?

“…Moreover, in line with studies stressing the role of object function in object learning (Träuble and Pauen 2007), it has been shown that the presence of salient action effects or an object's function affects the object representation acquired during the training process (van Elk et al 2011). Evidence for the role of first-hand action experiences comes from a study of van Elk et al (2011). In this study, two groups of subjects were trained to use novel objects.…”

“…Within each object set, one object could be brought toward the ear (ear-object) and the other toward the nose (nose-object). In the previous study (van Elk et al 2011), the ear-object produced a sound when brought toward the ear and the nose-object an odor. One of the ear objects should be grasped with a pronated powergrip and the other with a supinated powergrip to move it toward the ear.…”

“…Studies examining the acquisition of novel functional object knowledge have suggested that the sensorimotor system plays an important role in the learning process (e.g., Lockman 2000;Paulus et al 2009;Sutter et al 2011) and that the object representations are stored in sensory-motor areas (Kiefer et al 2007;Martin 2007). Moreover, in line with studies stressing the role of object function in object learning (Träuble and Pauen 2007), it has been shown that the presence of salient action effects or an object's function affects the object representation acquired during the training process (van Elk et al 2011). Evidence for the role of first-hand action experiences comes from a study of van Elk et al (2011).…”

“…After subjects trained with the novel objects, an object recognition task was administered in which subjects were first presented with a photograph of a trained or untrained object, which was followed by an action snapshot that presented the object in its final end location (cf. Paulus et al 2009;van Elk et al 2011). The picture of the single object served as an implicit cue for the retrieval of action information associated with that object (e.g., that the object is brought toward the ear).…”

“…To investigate these issues, we modified the design of van Elk et al (2011) and created an object training paradigm, in which participants learned to use novel objects by imaging their use. Using an experimental design that yielded clear results in an actual training study allows us to directly compare the effects of motor imagery training with actual object training.…”