scholarly journals Moving outside the lab: The viability of conducting sensorimotor learning studies online

2021 ◽  
Author(s):  
Jonathan S Tsay ◽  
Richard B Ivry ◽  
Alan Lee ◽  
Guy Avraham
Keyword(s):  
Sensorimotor Learning

scholarly journals Effects of Diet and/or Exercise in Enhancing Spinal Cord Sensorimotor Learning

PLoS ONE ◽  
2012 ◽  
Vol 7 (7) ◽  
pp. e41288 ◽  
Author(s):  
M. Selvan Joseph ◽  
Zhe Ying ◽  
Yumei Zhuang ◽  
Hui Zhong ◽  
Aiguo Wu ◽  
...  
Keyword(s):  
Spinal Cord ◽  
Sensorimotor Learning

scholarly journals The effect of sequence learning on sensorimotor adaptation

2020 ◽  
Author(s):  
Yang Liu ◽  
Hannah J. Block
Keyword(s):  
Force Field ◽  
Sequence Learning ◽  
Target Position ◽  
Random Order ◽  
Neural Substrates ◽  
Skill Learning ◽  
Sensorimotor Learning ◽  
Sensorimotor Adaptation ◽  
Sequence Information ◽  
Force Field Adaptation

AbstractMotor skill learning involves both sensorimotor adaptation (calibrating the response to task dynamics and kinematics), and sequence learning (executing the task elements in the correct order at the necessary speed). These processes typically occur together in natural behavior and share much in common, such as working memory demands, development, and possibly neural substrates. However, sensorimotor and sequence learning are usually studied in isolation in research settings, for example as force field adaptation or serial reaction time tasks (SRTT), respectively. It is therefore unclear whether having predictive sequence information during sensorimotor adaptation would facilitate performance, perhaps by improving sensorimotor planning, or if it would impair performance, perhaps by occupying neural resources needed for sensorimotor learning. Here we evaluated adaptation to a distance-dependent force field in two different SRTT contexts: In Experiment 1, 28 subjects reached between 4 targets in a sequenced or random order. In Experiment 2, 40 subjects reached to one target, but 3 force field directions were applied in a sequenced or random order. We did not observe any consistent influence of target position sequence on force field adaptation in Experiment 1. However, sequencing of force field directions facilitated sensorimotor adaptation and retention in Experiment 2. This is inconsistent with the idea that sensorimotor and sequence learning share neural resources in any mutually exclusive fashion. These findings indicate that under certain conditions, perhaps especially when the sequence is related to the sensorimotor perturbation itself as in Experiment 2, sequence learning may interact with sensorimotor learning in a facilitatory manner.

scholarly journals Dissociating error-based and reinforcement-based loss functions during sensorimotor learning

2017 ◽  
Vol 13 (7) ◽  
pp. e1005623 ◽  
Author(s):  
Joshua G. A. Cashaback ◽  
Heather R. McGregor ◽  
Ayman Mohatarem ◽  
Paul L. Gribble
Keyword(s):  
Loss Functions ◽  
Sensorimotor Learning

scholarly journals Using gaze behavior to parcellate the explicit and implicit contributions to visuomotor learning

2018 ◽  
Vol 120 (4) ◽  
pp. 1602-1615 ◽  
Author(s):  
Anouk J. de Brouwer ◽  
Mohammed Albaghdadi ◽  
J. Randall Flanagan ◽  
Jason P. Gallivan
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
Target Location ◽  
Cognitive Strategies ◽  
Sensorimotor Learning ◽  
Gaze Behavior ◽  
Visuomotor Rotation ◽  
Fast Learning ◽  
Gaze Patterns ◽  
Reach Planning

Successful motor performance relies on our ability to adapt to changes in the environment by learning novel mappings between motor commands and sensory outcomes. Such adaptation is thought to involve two distinct mechanisms: an implicit, error-based component linked to slow learning and an explicit, strategic component linked to fast learning and savings (i.e., faster relearning). Because behavior, at any given moment, is the resultant combination of these two processes, it has remained a challenge to parcellate their relative contributions to performance. The explicit component to visuomotor rotation (VMR) learning has recently been measured by having participants verbally report their aiming strategy used to counteract the rotation. However, this procedure has been shown to magnify the explicit component. Here we tested whether task-specific eye movements, a natural component of reach planning, but poorly studied in motor learning tasks, can provide a direct readout of the state of the explicit component during VMR learning. We show, by placing targets on a visible ring and including a delay between target presentation and reach onset, that individual differences in gaze patterns during sensorimotor learning are linked to participants’ rates of learning and their expression of savings. Specifically, we find that participants who, during reach planning, naturally fixate an aimpoint rotated away from the target location, show faster initial adaptation and readaptation 24 h later. Our results demonstrate that gaze behavior cannot only uniquely identify individuals who implement cognitive strategies during learning but also how their implementation is linked to differences in learning. NEW & NOTEWORTHY Although it is increasingly well appreciated that sensorimotor learning is driven by two separate components, an error-based process and a strategic process, it has remained a challenge to identify their relative contributions to performance. Here we demonstrate that task-specific eye movements provide a direct read-out of explicit strategies during sensorimotor learning in the presence of visual landmarks. We further show that individual differences in gaze behavior are linked to learning rate and savings.

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