scholarly journals Taking aim at the perceptual side of motor learning: Exploring how explicit and implicit learning encode perceptual error information through depth vision

2021 ◽  
Author(s):  
Carlo Campagnoli ◽  
Fulvio Domini ◽  
Jordan A. Taylor
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Learning Processes ◽  
Perceptual Task ◽  
Depth Information ◽  
Explicit Learning ◽  
Error Signal ◽  
Implicit Processes ◽  
Delayed Group ◽  
Depth Condition

AbstractMotor learning in visuomotor adaptation tasks results from both explicit and implicit processes, each responding differently to an error signal. While the motor output side of these processes is extensively studied, their visual input side is relatively unknown. We investigated if and how depth perception affects the computation of error information by explicit and implicit motor learning. Two groups of participants threw virtual darts at a virtual dartboard while receiving perturbed endpoint feedback. The Delayed group was allowed to re-aim and their feedback was delayed to emphasize explicit learning, while the Clamped group received clamped cursor feedback which they were told to ignore, and continued to aim straight at the target to emphasize implicit adaptation. Both groups played this game in a highly detailed virtual environment (Depth condition) and in an empty environment (No-Depth condition). The Delayed group showed an increase in error sensitivity under Depth relative to No-Depth conditions. In contrast, the Clamped group adapted to the same degree under both conditions. The movement kinematics of the Delayed participants also changed under the Depth condition, consistent with the target appearing more distant, unlike the Clamped group. A comparison of the Delayed behavioral data with a perceptual task from the same individuals showed that the effect of the Depth condition on the re-aiming direction was consistent with an increase in the scaling of the error distance and size. These findings suggest that explicit and implicit learning processes may rely on different sources of perceptual information.New & NoteworthyWe leveraged a classic sensorimotor adaptation task to perform a first systematic assessment of the role of perceptual cues in the estimation of an error signal in the 3D space during motor learning. We crossed two conditions presenting different amounts of depth information, with two manipulations emphasizing explicit and implicit learning processes. Explicit learning responded to the visual conditions, consistent with perceptual reports, while implicit learning appeared to be independent of them.

scholarly journals Taking aim at the perceptual side of motor learning: Exploring how explicit and implicit learning encode perceptual error information through depth vision

2021 ◽  
Author(s):  
Carlo Campagnoli ◽  
Fulvio Domini ◽  
Jordan A Taylor
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Visuomotor Adaptation ◽  
Perceptual Task ◽  
Implicit Processes ◽  
Implicit Motor Learning ◽  
Input Side ◽  
Group A ◽  
Delayed Group ◽  
Depth Condition

Motor learning in visuomotor adaptation tasks results from both explicit and implicit processes, each responding differently to an error signal. While the motor output side of these processes is extensively studied, their visual input side is relatively unknown. We investigated if and how depth perception affects the computation of error information by explicit and implicit motor learning. Two groups of participants threw virtual darts at a virtual dartboard while receiving perturbed endpoint feedback. The Delayed group was allowed to re-aim and their feedback was delayed to emphasize explicit learning, while the Clamped group received clamped cursor feedback which they were told to ignore, and continued to aim straight at the target to emphasize implicit adaptation. Both groups played this game in a highly detailed virtual environment (Depth condition) and in an empty environment (No-Depth condition). The Delayed group showed an increase in error sensitivity under Depth relative to No-Depth conditions. In contrast, the Clamped group adapted to the same degree under both conditions. The movement kinematics of the Delayed participants also changed under the Depth condition, consistent with the target appearing more distant, unlike the Clamped group. A comparison of the Delayed behavioral data with a perceptual task from the same individuals showed that the effect of the Depth condition on the re-aiming direction was consistent with an increase in the scaling of the error distance and size. These findings suggest that explicit and implicit learning processes may rely on different sources of perceptual information.

scholarly journals Implicit motor learning within three trials

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jennifer E. Ruttle ◽  
Bernard Marius ’t Hart ◽  
Denise Y. P. Henriques
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Time Course ◽  
Skills Training ◽  
Implicit Processes ◽  
Training Performance ◽  
Slow Development ◽  
Implicit Motor Learning ◽  
Implicit Motor ◽  
And Shifts

AbstractIn motor learning, the slow development of implicit learning is traditionally taken for granted. While much is known about training performance during adaptation to a perturbation in reaches, saccades and locomotion, little is known about the time course of the underlying implicit processes during normal motor adaptation. Implicit learning is characterized by both changes in internal models and state estimates of limb position. Here, we measure both as reach aftereffects and shifts in hand localization in our participants, after every training trial. The observed implicit changes were near asymptote after only one to three perturbed training trials and were not predicted by a two-rate model’s slow process that is supposed to capture implicit learning. Hence, we show that implicit learning is much faster than conventionally believed, which has implications for rehabilitation and skills training.

scholarly journals The perils of learning to move while speaking: One-sided interference between speech and visuomotor adaptation

2019 ◽  
Author(s):  
Daniel Robert Lametti ◽  
Marcus Quek ◽  
Calum Prescott ◽  
John-Stuart Brittain ◽  
Kate E Watkins
Keyword(s):  
Learning Process ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Hand Movements ◽  
Sensorimotor Adaptation ◽  
Explicit Learning ◽  
Automatic Learning ◽  
Implicit Processes ◽  
Adaptive Processes ◽  
Speech Feedback

Our understanding of the adaptive processes that shape sensorimotor behaviour is largely derived from studying isolated movements. Studies of visuomotor adaptation, in which participants adapt cursor movements to rotations of the cursor’s screen position, have led to prominent theories of motor control. In response to changes in visual feedback of movements, explicit (cognitive) and implicit (automatic) learning processes adapt movements to counter errors. However, movements rarely occur in isolation. The extent to which explicit and implicit processes drive sensorimotor adaptation when multiple movements occur simultaneously, as in the real world, remains unclear. Here, we address this problem in the context of speech and hand movements. Participants spoke in-time with rapid, hand-driven cursor movements. Using real-time auditory alterations of speech feedback, and visual rotations of the cursor’s screen position, we induced sensorimotor adaptation in one or both movements simultaneously. Across three experiments (n = 184), we demonstrate that visuomotor adaptation is markedly impaired by simultaneous speech adaptation, and the impairment is specific to the explicit learning process. In contrast, visuomotor adaptation had no impact on speech adaptation. The results demonstrate that the explicit learning process in visuomotor adaptation is sensitive to movements in other motor domains. They suggest that speech adaptation may lack an explicit learning process.

Implicit Learning, Tacit Knowledge, and Implications for Stasis and Change in Cognitive Psychotherapy

1996 ◽  
Vol 10 (3) ◽  
pp. 163-180 ◽  
Author(s):  
E. Thomas Dowd ◽  
Karen E. Courchaine
Keyword(s):  
Cognitive Psychology ◽  
Tacit Knowledge ◽  
Implicit Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Explicit Learning ◽  
Conscious Awareness ◽  
Cognitive Structures ◽  
Cognitive Psychotherapy

With the evolution of cognitive psychotherapy, there has been an increasing focus on the nature and influence of cognitive structures or schemata. These structures are out of conscious awareness and therefore can be thought of as tacit in nature. As yet, however, there has been little written regarding the implications of the investigations in cognitive psychology of implicit learning and tacit memory for cognitive psychotherapy. This article describes the work of Arthur Reber and other cognitive psychologists on implicit learning and tacit memory and draws tentative implications for the practice of cognitive psychotherapy. Implicit learning processes have been described as robust in nature, holding evolutionary primacy over explicit learning processes, as dissociated from explicit learning, as involving different processes of learning, and as occurring through the tacit detection of covariation. Tacit knowledge precedes and is less available than explicit knowledge.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

Beyond Tero Saarinen Technique: Method of Hybrid Pedagogy in Action.

2017 ◽  
Vol 8 (2) ◽  
pp. 82-87
Author(s):  
Hanna Pohjola ◽  
Sini Länsivuori
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Teaching Methods ◽  
Hybrid Teaching

Abstract Current neurocognitive research on dance and motor learning recommends the use of hybrid teaching methods in which explicit and implicit learning complement each other. This article describes experiences of hybrid teaching and offers an overview of two Tero Saarinen technique–and–repertoire master classes pedagogically designed according to hybrid teaching and motor learning. This article discusses the participants’ feedback and shares an encouraging example of hybrid teaching.

scholarly journals Designing an Instrument to Measure Explicit and Implicit Learning Processes

2020 ◽  
Vol 2 (1) ◽  
pp. 92-102
Author(s):  
Anna Zólyomi
Keyword(s):  
Second Language Acquisition ◽  
Secondary School ◽  
Implicit Learning ◽  
Artificial Grammar ◽  
Explicit Learning ◽  
Significant Finding ◽  
Learning Mechanism ◽  
Grammar Learning ◽  
Efl Teachers ◽  
Research Endeavour

In this research paper, the researcher’s intention was to design an instrument that is able to measure learning under two different conditions: explicit and implicit learning. Exploring explicit and implicit learning is gaining more and more attention nowadays in the field of second language acquisition (SLA). The Quantitative method was used in this study to investigate which learning mechanism proves to be more efficient in the selected sample. The present study involved Hungarian technical school, secondary school, and university students from Budapest (N = 40) who participated in completing an Artificial Grammar Learning (AGL) task. The most important finding of the present research endeavour is that implicit learning has proven to be more effective than explicit learning in the case of the selected participants and this was a statistically significant finding. The pedagogical implication of this study is that the effectiveness of implicit learning should be reconsidered by EFL teachers in Hungary.

scholarly journals Data irregularities across five implicit learning articles: Comments on Lola and Tzetzis (2021), Lola and Tzetzis (2020), Tzetzis and Lola (2015), Lola, Tzetzis, and Zetou (2012), and Tzetzis and Lola (2010)

2021 ◽  
Author(s):  
Brad McKay ◽  
Michael J Carter
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Pairwise Comparison ◽  
Effect Sizes ◽  
Test Statistics ◽  
Deductive Logic ◽  
Eta Squared ◽  
Calculated Effect ◽  
D Values ◽  
Main Effects

We present a critical re-analysis of five implicit learning papers published by the same authors between 2010 and 2021. We calculated effect sizes for each pairwise comparison reported in the papers using the data published in each article. We further identified mathematically impossible data reported in multiple papers, either with deductive logic or by conducting a GRIMMER analysis of reported means and standard deviations. We found the pairwise effect sizes were implausible in all five articles in question, with Cohen’s d values often exceeding 100 and sometimes exceeding 1000. Impossible statistics were reported in four out of the five articles. Reported test statistics and eta-squared values were also implausible, with several eta-squared = .99 and even eta-squared = 1.0 for between-subjects main effects. The results reported in the five articles in question are unreliable. Many of the problems we identified could be spotted without further analysis, highlighting the need for adequate statistical training in the field of motor learning.

Sensorimotor knowledge from task-irrelevant feedback contributes to motor learning

2021 ◽  
Author(s):  
Wanying Jiang ◽  
Yajie Liu ◽  
Yuqing Bi ◽  
Kunlin Wei
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Implicit Learning ◽  
Motor Adaptation ◽  
Strategic Learning ◽  
Visuomotor Rotation ◽  
Saving Effect ◽  
Sensorimotor Knowledge ◽  
Sensory Processes ◽  
Task Irrelevant

Exposure to task-irrelevant feedback leads to perceptual learning, but its effect on motor learning has been understudied. Here we asked human participants to reach a visual target with a hand-controlled cursor while observing another cursor moving independently in a different direction. While the task-irrelevant feedback did not change the main task's performance, it elicited robust savings in subsequent adaptation to classical visuomotor rotation perturbation. We demonstrated that the saving effect resulted from a faster formation of strategic learning through a series of experiments, not from gains in the implicit learning process. Furthermore, the saving effect was robust against drastic changes in stimulus features (i.e., rotation size or direction) or task types (i.e., for motor adaptation and skill learning). However, the effect was absent when the task-irrelevant feedback did not carry the visuomotor relationship embedded in visuomotor rotation. Thus, though previous research on perceptual learning has related task-irrelevant feedback to changes in early sensory processes, our findings support its role in acquiring abstract sensorimotor knowledge during motor learning. Motor learning studies have traditionally focused on task-relevant feedback, but our study extends the scope of feedback processes and sheds new light on the dichotomy of explicit and implicit learning in motor adaptation as well as motor structure learning.

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