Mirror Reversal and Visual Rotation Are Learned and Consolidated via Separate Mechanisms: Recalibrating or Learning<i>De Novo</i>?

Telgen, Sebastian; Parvin, Darius E.; Diedrichsen, Jörn

doi:10.1523/jneurosci.5306-13.2014

Cited by 99 publications

(128 citation statements)

References 62 publications

(14 reference statements)

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“…For example, learning a mirror reversal is much slower, accompanied by large changes in reaction time, exhibits significant off-line improvements, and, most importantly, results in a shift in the speed-accuracy trade-off curve (Telgen et al 2014). These features may reflect the development of new strategies (Taylor et al 2014) and control policies (Telgen et al 2014), processes that are essential for skill acquisition and are, as suggested here, tolerant to temporal delays.…”

Section: Temporal Constraints On Different Processes For Motor Learningmentioning

confidence: 69%

“…Indeed, recent work has revealed that learning to compensate for complex perturbations requires processes that are quite distinct from those used to learn visuomotor rotations (Gutierrez-Garralda et al 2013;Kasuga et al 2015;Telgen et al 2014). For example, learning a mirror reversal is much slower, accompanied by large changes in reaction time, exhibits significant off-line improvements, and, most importantly, results in a shift in the speed-accuracy trade-off curve (Telgen et al 2014). These features may reflect the development of new strategies (Taylor et al 2014) and control policies (Telgen et al 2014), processes that are essential for skill acquisition and are, as suggested here, tolerant to temporal delays.…”

Section: Temporal Constraints On Different Processes For Motor Learningmentioning

confidence: 99%

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Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use

Brudner

Kethidi

Graeupner

et al. 2016

Journal of Neurophysiology

103

109

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Brudner SN, Kethidi N, Graeupner D, Ivry RB, Taylor JA. Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use. J Neurophysiol 115: 1499 -1511, 2016. First published January 20, 2016 doi:10.1152/jn.00066.2015.-In sensorimotor adaptation tasks, feedback delays can cause significant reductions in the rate of learning. This constraint is puzzling given that many skilled behaviors have inherently long delays (e.g., hitting a golf ball). One difference in these task domains is that adaptation is primarily driven by error-based feedback, whereas skilled performance may also rely to a large extent on outcome-based feedback. This difference suggests that error-and outcome-based feedback may engage different learning processes, and these processes may be associated with different temporal constraints. We tested this hypothesis in a visuomotor adaptation task. Error feedback was indicated by the terminal position of a cursor, while outcome feedback was indicated by points. In separate groups of participants, the two feedback signals were presented immediately at the end of the movement, after a delay, or with just the error feedback delayed. Participants learned to counter the rotation in a similar manner regardless of feedback delay. However, the aftereffect, an indicator of implicit motor adaptation, was attenuated with delayed error feedback, consistent with the hypothesis that a different learning process supports performance under delay. We tested this by employing a task that dissociates the contribution of explicit strategies and implicit adaptation. We find that explicit aiming strategies contribute to the majority of the learning curve, regardless of delay; however, implicit learning, measured over the course of learning and by aftereffects, was significantly attenuated with delayed error-based feedback. These experiments offer new insight into the temporal constraints associated with different motor learning processes.forward model; internal model; motor adaptation; motor learning; reinforcement learning LEARNING TO LINK ACTIONS with their respective outcomes is necessary for successfully interacting with the world. Feedback delays can present a significant problem in learning actionoutcome associations, yet such delays are ubiquitous in motor control. Feedback from proprioception and vision are inherently delayed because of neural transmission and integration time. Even if these delays are relatively short, the control system faces a significant problem due to potentially destabilizing effects arising from body and environmental dynamics.One prominent solution for handling delayed feedback in the sensorimotor learning literature centers on the idea of an adaptive forward model, a representation that allows the system to anticipate or predict the sensory consequences of an action through sensory-prediction errors (Wolpert and Miall 1996). However, various lines of evidence indicate that this solution is subject to severe temporal constraints. Modest additional delays ...

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Section: Temporal Constraints On Different Processes For Motor Learningmentioning

confidence: 69%

Section: Temporal Constraints On Different Processes For Motor Learningmentioning

confidence: 99%

Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use

Brudner

Kethidi

Graeupner

et al. 2016

Journal of Neurophysiology

103

109

View full text Add to dashboard Cite

show abstract

“…The implicit response to directional information appears to be automatic: the motor system automatically adapts in a direction opposite to the perturbation even when such adaptation is task-irrelevant (Schaefer, Shelly, andThoroughman, 2012, Morehead et al 2017;Butcher and Taylor, 2018). This automatic response to directional information has led researchers to question the role that implicit adaptation might play in visuomotor mirror reversal tasks (Gritsenko and Kalaska, 2010;Lillicrap et al, 2013;Telgen, Parvin, and Diedrichsen, 2014;. It is worth noting that a mirror-reversal task could seem very similar to a mimicry or imitation task at face value; however, unlike social mimicry (e.g.…”

Section: Introductionmentioning

confidence: 99%

Implicit visuomotor adaptation remains limited after several days of training

Wilterson

Taylor

2019

Preprint

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Learning in sensorimotor adaptation tasks has been historically viewed as solely an implicit learning phenomenon. However, recent findings suggest that implicit adaptation is heavily constrained, calling into question its utility in motor learning, and the theoretical framework of sensorimotor adaptation paradigms. These inferences have been based mainly on results from single bouts of training, thus, it is possible that implicit adaptation processes supersede explicit compensation strategies, such as explicitly re-aiming their intended movement direction, over repeated practice sessions. We tested this by dissociating the contributions of explicit re-aiming strategies and implicit adaptation over five consecutive days of training. Implicit adaptation plateaued at a value far short of complete learning. We sought to determine if these constraints on implicit adaptation extend to another sensorimotor task, mirror reversal. Implicit adaptation was inappropriate for mirror reversal and became suppressed during training. These findings are consistent with a handful of recent studies suggesting that implicit adaptation processes, as studied in sensorimotor adaptation paradigms, cannot fully support long-term motor skill. New and NoteworthyIn this set of studies, we find that implicit adaptation cannot fully account for learning in adaptation tasks, such as the visuomotor rotation and mirror reversal tasks, even following several days of training. In fact, implicit adaptation can be counterproductive to learning. These findings question the utility of implicit adaptation processes to motor learning more broadly.

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“…through a mirror-reversal of the position of the cursor on the screen, participants can quickly learn to generate accurate movements when allowed to take their time before moving. However, rapid corrective responses to a perturbation applied during the movement betray a persistent habitual tendency to generate baseline patterns of correction, even after extensive practice [22–24]. Thus, habits are most strikingly revealed when actions must be generated very rapidly.…”

Section: Introductionmentioning

confidence: 99%

The multiple effects of practice: skill, habit and reduced cognitive load

Haith

Krakauer

2018

Current Opinion in Behavioral Sciences

113

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When learning a new skill, even if we have been instructed exactly what to do, it is often necessary to practice for hours or even weeks before we achieve proficient and fluid performance. Practice has a multitude of effects on behavior, including increasing the speed of performance, rendering the practiced behavior habitual and reducing the cognitive load required to perform the task. These effects are often collectively referred to as automaticity. Here, we argue that these effects can be explained as multiple consequences of a single principle: caching of the outcome of frequently occuring computations. We further argue that, in the context of more complex task representations, caching different intermediate computations can give rise to more nuanced behavioral signatures, including dissociation between skill, habit and cognitive load.

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Mirror Reversal and Visual Rotation Are Learned and Consolidated via Separate Mechanisms: Recalibrating or LearningDe Novo?

Cited by 99 publications

References 62 publications

Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use

Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use

Implicit visuomotor adaptation remains limited after several days of training

The multiple effects of practice: skill, habit and reduced cognitive load

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