The cost of correcting for error during sensorimotor adaptation

Learning from error is often a slow process. In machine learning, the learning rate depends on a loss function that specifies a cost for error. Here, we hypothesized that during motor learning, error carries an implicit cost for the brain because the act of correcting for error consumes time and energy. Thus, if this implicit cost could be increased, it may robustly alter how the brain learns from error. To vary the implicit cost of error, we designed a task that combined saccade adaptation with motion discrimination: movement errors resulted in corrective saccades, but those corrections took time away from acquiring information in the discrimination task. We then modulated error cost using coherence of the discrimination task and found that when error cost was large, pupil diameter increased and the brain learned more from error. However, when error cost was small, the pupil constricted and the brain learned less from the same error. Thus, during sensorimotor adaptation, the act of correcting for error carries an implicit cost for the brain. Modulating this cost affects how much the brain learns from error.

Learning from error episodes in dialogue-videos: The influence of prior knowledge

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we investigate the impact of dialogue-videos, and more specifically the effect of errors made by tutees in dialogue-videos, on student learning in the context of an undergraduate biology course. To understand why, we investigated students’ effort spent on watching videos, perceived influence of dialogue-videos, and worksheet completion rates. We found that higher-performing students perceived that they used the dialogue-videos to review content. We also found that higher-performing, but not lower-performing, students learned better from dialogue videos where tutees made errors. We also discuss the complexities of replicating laboratory studies in the classroom and implications of our findings. Implications for practice or policy: Tutee errors can be intentionally included in dialogue-videos to promote student learning. When students lack the necessary prior knowledge, monologue-videos may be more effective in presenting the course content. When using dialogue-videos, instructors can encourage students to collaborate to resolve any confusion in time to maximise the benefit of dialogue-videos in teaching and learning.

Set your mind on it: The mediating role of mindset in the relationship between a learning-from-error climate and work-related flow

This study aims to investigate whether and how a learning-from-error climate is associated with work-related flow experiences by employees. Drawing on the tenets of Job Demands-Resources theory, we propose that this relationship is mediated by a work-related growth mindset. The study tests a mediation model by conducting structural equations modelling. Data were gathered in two waves from 159 employees within a Dutch financial organization. Results demonstrate that work-related mindset significantly mediates the relationship between a learning-from-error climate and work-related flow. In this study, we address the call for studies that empirically assess the influence of organizational climate on work-related flow in a multiwave study design. Specifically, we highlight the relevance of understanding how individual dispositions can shape the effects of a learning-from-error climate on work-related flow.

The origins of anterograde interference in visuomotor adaptation

ABSTRACTAnterograde interference refers to the negative impact of prior learning on the propensity for future learning. Previous work has shown that subsequent adaptation to two perturbations of opposing sign, A and B, impairs performance in B. Here, we aimed to unveil the mechanism at the basis of anterograde interference by tracking its impact as a function of time through a 24h period. We found that the memory of A biased performance in B for all time intervals. Conversely, learning from error was hindered up to 1h following acquisition of A, with release from interference occurring at 6h. These findings suggest that poor performance induced by prior learning is driven by two distinct mechanisms: a long-lasting bias that acts as a prior and hinders the initial level of performance, and a short-lasting learning impairment that originates from a reduction in error-sensitivity. Our work provides insight into the timeline of memory stabilization in visuomotor adaptation.

Reward prediction error modulates saccade vigor

Movements toward rewarding stimuli exhibit greater vigor, i.e., increased velocity and reduced reaction-times. This invigoration may be due to release of dopamine before movement onset. Dopamine release is strongly modulated by reward prediction error (RPE). Here, we generated an RPE event in the milliseconds before movement onset and tested whether there was a causal relationship between RPE and vigor. Human subjects made saccades toward an image. During the execution of their primary saccade, we probabilistically changed the position and content of the image. This led to a secondary saccade following completion of the primary saccade. We focused on properties of this secondary saccade. On some trials, the content of the secondary image was more valuable than the first image, resulting in a +RPE event that preceded the secondary saccade. On other trials, this content was less valuable, resulting in a -RPE event. We found that reaction-time and velocity of the secondary saccade were affected in an orderly fashion by the magnitude and direction of the preceding RPE event: the most vigorous saccades followed the largest +RPE, whereas the least vigorous saccades followed the largest -RPE. Presence of the secondary saccade indicated that the primary saccade had experienced a movement error, inducing trial-to-trial adaptation: the subsequent primary saccade was changed in the direction of the movement error in the previous trial. However, motor learning from error was not affected by the RPE event. Therefore, reward prediction error, and not reward per se, modulated vigor of saccades.Author summaryDoes dopamine release before onset of a movement modulate vigor of the ensuing movement? To test this hypothesis, we relied on the fact that RPE is a strong modulator of dopamine. Our innovation was a task in which an RPE event occurred precisely before onset of a movement. We probabilistically produced a combination of large or small, negative or positive RPE events before onset of a saccade, and observed that the vigor of the saccade that followed carried a robust signature of the preceding RPE event: high vigor saccades followed +RPE events, while low vigor saccades followed -RPE events. This suggests that control of vigor is partly through release of dopamine in the moments before onset of the movement.

Learning from Excellence: the ‘Yaytix’ programme

Background and aims Learning from error can have a negative impact on the staff involved in the error (‘second victim phenomenon’1). We created a project, based on the principles of the Learning from Excellence project,2 to learn from excellence and correct the imbalance of negative to positive feedback in the context of hospital practice. Methods and results Using a questionnaire, we surveyed staff on existing feedback mechanisms and morale. We then introduced a system where staff recorded and commented on examples of excellence in practice. Recipients and their supervisors received copies of these reports and the feedback was analysed and discussed with senior staff (consultant, senior charge nurse, managers). We re-audited the staff two months after starting this project and noted improvements in staff morale and in positive reporting. Conclusions This project has improved the process of giving and learning from positive feedback and had a significant impact on staff morale. We can also demonstrate an example of improved clinical practice (from feedback received) and will now attempt to measure clinical outcomes with a new prospective study. Finally, we hope to set up a regional programme of reporting excellence in South-East Scotland.