scholarly journals Savings in sensorimotor adaptation without an explicit strategy

2020 ◽  
Vol 123 (3) ◽  
pp. 1180-1192 ◽  
Author(s):  
Cong Yin ◽  
Kunlin Wei

The hallmark of long-term retention of sensorimotor adaptation is a faster relearning when similar perturbations are encountered again. However, what processes underlie this saving effect is in debate. Though motor adaptation is traditionally viewed as a type of procedural learning, its savings has been recently shown to be solely based on a quick recall of explicit adaptation strategy. Here, we showed that adaptation to a novel error-invariant perturbation without an explicit strategy could enable subsequent savings. We further showed that adaptation to gradual perturbations could enable savings, which was supported by enhanced implicit learning. Our study provides supporting evidence that long-term retention of motor adaptation is possible without forming or recalling a cognitive strategy, and the interplay between implicit and explicit learning critically depends on the specifics of learning protocol and available sensory feedback. NEW & NOTEWORTHY Savings in motor learning sometimes refers to faster learning when one encounters the same perturbation again. Previous studies assert that forming a cognitive strategy for countering perturbations is necessary for savings. We used novel experimental techniques to prevent the formation of a cognitive strategy during initial adaptation and found that savings still existed during relearning. Our findings suggest that savings in sensorimotor adaptation do not exclusively depend on forming and recalling an explicit strategy.

2008 ◽  
Vol 100 (5) ◽  
pp. 2948-2955 ◽  
Author(s):  
Wilsaan M. Joiner ◽  
Maurice A. Smith

Extensive theoretical, psychophysical, and neurobiological work has focused on the mechanisms by which short-term learning develops into long-term memory. Better understanding of these mechanisms may lead to the ability to improve the efficiency of training procedures. A key phenomenon in the formation of long-term memory is the effect of over learning on retention—discovered by Ebbinghaus in 1885: when the initial training period in a task is prolonged even beyond what is necessary for good immediate recall, long-term retention improves. Although this over learning effect has received considerable attention as a phenomenon in psychology research, the mechanisms governing this process are not well understood, and the ability to predict the benefit conveyed by varying degrees of over learning does not yet exist. Here we studied the relationship between the duration of an initial training period and the amount of retention 24 h later for the adaptation of human reaching arm movements to a novel force environment. We show that in this motor adaptation task, the amount of long-term retention is predicted not by the overall performance level achieved during the training period but rather by the level of a specific component process in a multi-rate model of short-term memory formation. These findings indicate that while multiple learning processes determine the ability to learn a motor adaptation, only one provides a gateway to long-term memory formation. Understanding the dynamics of this key learning process may allow for the rational design of training and rehabilitation paradigms that maximize the long-term benefit of each session.


2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.


2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan

1962 ◽  
Vol 55 (4) ◽  
pp. 518-523 ◽  
Author(s):  
George J. Wischner ◽  
Harry W. Braun ◽  
Robert A. Patton

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