Adaptation to visual feedback delay influences visuomotor learning (original) (raw)
Related papers
Frontiers in Psychology, 2012
Sensory prediction error, which is the difference between actual and predicted sensory consequences, is a driving force of motor learning. Thus, appropriate temporal associations between the actual sensory feedback signals and motor commands for predicting sensory consequences are crucial for the brain to calculate the sensory prediction error accurately. Indeed, it has been shown that artificially introduced delays in visual feedback degrade motor learning. However, our previous study has showed that degraded adaptation is alleviated by prior habituation to the delay. Here, we investigate how the motor learning system accomplishes this alleviation. After the subjects habituated reaching movements in either 0-or 200-ms delayed cursor, visual rotation of 10˚was imposed to the cursor with varying delay (0, 100, 200, or 300 ms) with each delay imposed in at least 1 out of 5-6 trials.Then, the aftereffect in the next trial was quantified to evaluate the adaptation response. After habituation to the 0-ms delayed cursor, the adaptation response was maximal when the visual feedback of the perturbation was provided with 0-ms delay and gradually decreased as the delay increased. On the other hand, habituation to the 200-ms delayed cursor alleviated the degraded adaptation response to the visual perturbation imposed during the 200-ms and longer delay (300 ms). However, habituation did not affect the adaptation response to the visual perturbation imposed during delays (0-and 100-ms delay) shorter than the habituated delay (200 ms). These results may be explained by assuming that habituation to the delayed feedback not only shifts the position of the hand predicted by motor command toward the delayed cursor positions, but also increases the degree to which the brain uses a certain amount of sensory prediction error to correct a motor command.
Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use
—In sensorimo-tor 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 .
Reward timing matters in motor learning
iScience, 2022
Reward timing, that is, the delay after which reward is delivered following an action is known to strongly influence reinforcement learning. Here, we asked if reward timing could also modulate how people learn and consolidate new motor skills. In 60 healthy participants, we found that delaying reward delivery by a few seconds influenced motor learning. Indeed, training with a short reward delay (1 s) induced continuous improvements in performance, whereas a long reward delay (6 s) led to initially high learning rates that were followed by an early plateau in the learning curve and a lower performance at the end of training. Participants who learned the skill with a long reward delay also exhibited reduced overnight memory consolidation. Overall, our data show that reward timing affects the dynamics and consolidation of motor learning, a finding that could be exploited in future rehabilitation programs.
General motor representations are developed during action-observation
Experimental Brain Research, 2010
This study was designed to examine the generality of motor learning by action-observation. During practice, action-observation participants watched a learning model (e.g., physical practice participants) perform a motor sequence-timing task involving mouse/cursor movements on a computer screen; control participants watched a blank screen. Participants transferred to either a congruent (same mouse-cursor gain), or an incongruent (different mousecursor gain) condition. As predicted, motor sequence timing was learned through action-observation as well as physical practice. Moreover, transfer of learning to an incongruent set of task demands indicates that the motor representation developed through observation includes generalised visual-motor procedures associated with the use of feedback utilization.
Effect of sensory experience on motor learning strategy
Journal of Neurophysiology, 2014
2 cally reduces a mismatch in the visuo-motor coordination. Can the 3 underlying learning strategy be modified by environmental factors 4 or a subject's learning experiences? To elucidate this matter, two 5 groups of subjects learned to execute reaching arm movements in 6 environments with task-irrelevant visual cues. However, one group 7 had previous experience of learning these movements using task-8 relevant visual cues. The results demonstrate that the two groups 9 used different learning strategies for the same visual environment, 10 and that the learning strategy was influenced by prior learning ex-11 perience.
Sensory information in perceptual-motor sequence learning: visual and/or tactile stimuli
Experimental Brain Research, 2009
Sequence learning in serial reaction time (SRT) tasks has been investigated mostly with unimodal stimulus presentation. This approach disregards the possibility that sequence acquisition may be guided by multiple sources of sensory information simultaneously. In the current study we trained participants in a SRT task with visual only, tactile only, or bimodal (visual and tactile) stimulus presentation. Sequence performance for the bimodal and visual only training groups was similar, while both performed better than the tactile only training group. In a subsequent transfer phase, participants from all three training groups were tested in conditions with visual, tactile, and bimodal stimulus presentation. Sequence performance between the visual only and bimodal training groups again was highly similar across these identical stimulus conditions, indicating that the addition of tactile stimuli did not beneWt the bimodal training group. Additionally, comparing across identical stimulus conditions in the transfer phase showed that the lesser sequence performance from the tactile only group during training probably did not reXect a diVerence in sequence learning but rather just a diVerence in expression of the sequence knowledge.
Time, agency, and sensory feedback delays during action
Until recently the plasticity of sensorimotor delay compensation mechanisms has received little scientific attention. In this paper, we review the work that is now taking place on this interesting topic. Imagine playing a computer game where the cursor lags behind the control movements. Can we behaviourally compensate for such delays with training? Do they eventually disappear from awareness? Recent results demonstrate that such temporal plasticity does indeed exist. It is constrained by the volition of participants’ movements (agency), which introduces an asymmetry in timing: Actions always precede their sensory consequences. As a result, the processing of sensory signals differs depending on whether they precede or follow an action. Additionally, the motor strategy used to compensate for the effects of sensory delays influences whether feedback delays are detected and hence whether temporal recalibration occurs.
Motor Learning with Augmented Feedback: Modality-Dependent Behavioral and Neural Consequences
Cerebral Cortex, 2011
Sensory information is critical to correct performance errors online during the execution of complex tasks and can be complemented by augmented feedback (FB). Here, 2 groups of participants acquired a new bimanual coordination pattern under different augmented FB conditions: 1) visual input reflecting coordination between the 2 hands and 2) auditory pacing integrating the timing of both hands into a single temporal structure. Behavioral findings revealed that the visual group became dependent on this augmented FB for performance, whereas the auditory group performed equally well with or without augmented FB by the end of practice. Functional magnetic resonance imaging (fMRI) results corroborated these behavioral findings: the visual group showed neural activity increases in sensory-specific areas during practice, supporting increased reliance on augmented FB. Conversely, the auditory group showed a neural activity decrease, specifically in areas associated with cognitive/sensory monitoring of motor task performance, supporting the development of a control mode that was less reliant on augmented FB sources. Finally, some remnants of brain activity in sensory-specific areas in the absence of augmented FB were found for the visual group only, illustrating ongoing reliance on these areas. These findings provide the first neural account for the ''guidance hypothesis of information FB,'' extensively supported by behavioral research.