Savings upon Re-Aiming in Visuomotor Adaptation

Morehead, J. Ryan; Qasim, Salman E.; Crossley, Matthew J.; Ivry, Richard B.

doi:10.1523/jneurosci.1046-15.2015

Cited by 219 publications

(454 citation statements)

References 31 publications

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“…For example, a simple state space model [18] in which an error signal is used to recalibrate an internal model from trial to trial, captures the general shape of the learning function, one in which performance changes follow a negatively accelerating exponential (or linear in log-log coordinates, [23]). However, these models fail to capture certain features of performance such as spontaneous recovery and savings [20,24]. The inadequacy of these models reflects the complexity of human motor performance: We are flexible, generalist problem-solvers, and, as shown in studies of learning across diverse task domains [25–27], readily employ multiple learning systems to solve the problem at hand.…”

Section: The Versatility Of Human Motor Controlmentioning

confidence: 99%

“…1D, [35]). This non-monotonicity, together with evidence using various other methods, has made clear that strategy use and implicit recalibration constitute dissociable and relatively independent learning processes, with their dynamic integration resulting in the observed task performance [24,34–45]. …”

Section: Using Multiple Learning Processes In Response To Sensorimotomentioning

confidence: 99%

See 1 more Smart Citation

Taking Aim at the Cognitive Side of Learning in Sensorimotor Adaptation Tasks

McDougle

Ivry

Taylor

2016

Trends in Cognitive Sciences

210

211

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Sensorimotor adaptation tasks have been used to characterize processes responsible for calibrating the mapping between desired outcomes and motor commands. Research has focused on how this form of error-based learning occurs in an implicit and automatic manner. However, recent work has revealed the operation of multiple learning processes, even in this simple form of learning. This review focuses on the contribution of cognitive strategies and heuristics to sensorimotor learning, and how these processes enable humans to rapidly explore and evaluate novel solutions to enable flexible, goal-oriented behavior. This new work points to limitations in current computational models, and how these must be updated to describe the conjoint impact of multiple processes in sensorimotor learning.

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Section: The Versatility Of Human Motor Controlmentioning

confidence: 99%

Section: Using Multiple Learning Processes In Response To Sensorimotomentioning

confidence: 99%

Taking Aim at the Cognitive Side of Learning in Sensorimotor Adaptation Tasks

McDougle

Ivry

Taylor

2016

Trends in Cognitive Sciences

210

211

View full text Add to dashboard Cite

show abstract

“…The reduced susceptibility to delays in humans may be the result of the operation of learning processes that are less temporally constrained. For example, assuming that explicit aiming strategies are less sensitive to delays and can remain relatively stable over time (Morehead et al 2015), they may be sufficient to support the required changes in performance to sustain goal-oriented behavior. Alternatively, extracerebellar systems may be able to modulate error-based learning in the cerebellum, perhaps by sustaining the memory or error trace (Gerwig et al 2008;Kalmbach et al 2009).…”

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

112

134

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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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“…A use-dependent process can account for savings (Huang et al, 2011); as such, savings may not arise from facilitation of error-based learning processes associated with the cerebellum, but rather from the reactivation of movement patterns stored in the cerebral cortex. In this view, savings is linked to processes associated with action selection, with the reintroduction of the perturbation serving as a cue for memory recall (Morehead et al, 2013). …”

Section: Multiple Learning Mechanisms In Sensorimotor Adaptationmentioning

confidence: 99%

Cerebellar and Prefrontal Cortex Contributions to Adaptation, Strategies, and Reinforcement Learning

Taylor

Ivry

2014

Progress in Brain Research

180

190

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Traditionally, motor learning has been studied as an implicit learning process, one in which movement errors are used to improve performance in a continuous, gradual manner. The cerebellum figures prominently in this literature given well-established ideas about the role of this system in error-based learning and the production of automatized skills. Recent developments have brought into focus the relevance of multiple learning mechanisms for sensorimotor learning. These include processes involving repetition, reinforcement learning, and strategy utilization. We examine these developments, considering their implications for understanding cerebellar function and how this structure interacts with other neural systems to support motor learning. Converging lines of evidence from behavioral, computational, and neuropsychological studies suggest a fundamental distinction between processes that use error information to improve action execution or action selection. While the cerebellum is clearly linked to the former, its role in the latter remains an open question.

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Savings upon Re-Aiming in Visuomotor Adaptation

Cited by 219 publications

References 31 publications

Taking Aim at the Cognitive Side of Learning in Sensorimotor Adaptation Tasks

Taking Aim at the Cognitive Side of Learning in Sensorimotor Adaptation Tasks

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

Cerebellar and Prefrontal Cortex Contributions to Adaptation, Strategies, and Reinforcement Learning

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