The binding of learning to action in motor adaptation

Subtle Visual Latency Can Profoundly Impair Implicit Sensorimotor Learning

Short sub-100ms visual feedback latencies are common in many types of human-computer interactions yet are known to markedly reduce performance in a wide variety of motor tasks from simple pointing to operating surgical robotics. These latencies are also present in the computer-based experiments used to study the sensorimotor learning that underlies the acquisition of motor performance. Inspired by neurophysiological findings showing that cerebellar LTD and cortical LTP would both be disrupted by sub-100ms latencies, we hypothesized that implicit sensorimotor learning may be particularly sensitive to these short latencies. Remarkably, we find that improving latency by just 60ms, from 85 to 25ms in latency-optimized experiments, increases implicit learning by 50% and proportionally decreases explicit learning, resulting in a dramatic reorganization of sensorimotor memory. We go on to show that implicit sensorimotor learning is considerably more sensitive to latencies in the sub-100ms range than at higher latencies, in line with the latency-specific neural plasticity that has been observed. This suggests a clear benefit for latency reduction in computer-based training that involves implicit sensorimotor learning and that across-study differences in implicit motor learning might often be explained by disparities in feedback latency.

Generalization in de novo learning of virtual upper limb movements is influenced by motor exploration

The acquisition of new motor skills from scratch, also known as de novo learning, is an essential aspect of motor development. In de novo learning, the ability to generalize skills acquired under one condition to others is crucial because of the inherently limited range of motor experiences available for learning. However, the presence of generalization in de novo learning and its influencing factors remain unclear. This study aimed to elucidate the generalization of de novo motor learning by examining the motor exploration process, which is the accumulation of motor experiences. To this end, we manipulated the exploration process during practice by changing the target shape using either a small circular target or a bar-shaped target. Our findings demonstrated that the amount of learning during practice was generalized across different conditions. Furthermore, the extent of generalization is influenced by movement variability in the control space, which is irrelevant to the task, rather than the target shapes themselves. These results confirmed the occurrence of generalization in de novo learning and suggest that the exploration process within the control space plays a significant role in facilitating this generalization.

Learning context shapes bimanual control strategy and generalization of novel dynamics

Bimanual movements are fundamental components of everyday actions, yet the underlying mechanisms coordinating adaptation of the two hands remain unclear. Although previous studies highlighted the contextual effect of kinematics of both arms on internal model formation, we do not know how the sensorimotor control system associates the learned memory with the experienced states in bimanual movements. More specifically, can, and if so, how, does the sensorimotor control system combine multiple states from different effectors to create and adapt a motor memory? Here, we tested motor memory formation in two groups with a novel paradigm requiring the encoding of the kinematics of the right hand to produce the appropriate predictive force on the left hand. While one group was provided with training movements in which this association was evident, the other group was trained on conditions in which this association was ambiguous. After adaptation, we tested the encoding of the learned motor memory by measuring the generalization to new movement combinations. While both groups adapted to the novel dynamics, the evident group showed a weighted encoding of the learned motor memory based on movements of the other (right) hand, whereas the ambiguous group exhibited mainly same (left) hand encoding in bimanual trials. Despite these differences, both groups demonstrated partial generalization to unimanual movements of the left hand. Our results show that motor memories can be encoded depending on the motion of other limbs, but that the training conditions strongly shape the encoding of the motor memory formation and determine the generalization to novel contexts.

Interactions between sensory prediction error and task error during implicit motor learning

Implicit motor recalibration allows us to flexibly move in novel and changing environments. Conventionally, implicit recalibration is thought to be driven by errors in predicting the sensory outcome of movement (i.e., sensory prediction errors). However, recent studies have shown that implicit recalibration is also influenced by errors in achieving the movement goal (i.e., task errors). Exactly how sensory prediction errors and task errors interact to drive implicit recalibration and, in particular, whether task errors alone might be sufficient to drive implicit recalibration remain unknown. To test this, we induced task errors in the absence of sensory prediction errors by displacing the target mid-movement. We found that task errors alone failed to induce implicit recalibration. In additional experiments, we simultaneously varied the size of sensory prediction errors and task errors. We found that implicit recalibration driven by sensory prediction errors could be continuously modulated by task errors, revealing an unappreciated dependency between these two sources of error. Moreover, implicit recalibration was attenuated when the target was simply flickered in its original location, even though this manipulation did not affect task error - an effect likely attributed to attention being directed away from the feedback cursor. Taken as a whole, the results were accounted for by a computational model in which sensory prediction errors and task errors, modulated by attention, interact to determine the extent of implicit recalibration.

Direction-Specific Iterative Tuning of Motor Commands With Local Generalization During Randomized Reaching Practice Across Movement Directions

During motor learning, people often practice reaching in variety of movement directions in a randomized sequence. Such training has been shown to enhance retention and transfer capability of the acquired skill compared to the blocked repetition of the same movement direction. The learning system must accommodate such randomized order either by having a memory for each movement direction, or by being able to generalize what was learned in one movement direction to the controls of nearby directions. While our preliminary study used a comprehensive dataset from visuomotor learning experiments and evaluated the first-order model candidates that considered the memory of error and generalization across movement directions, here we expanded our list of candidate models that considered the higher-order effects and error-dependent learning rates. We also employed cross-validation to select the leading models. We found that the first-order model with a constant learning rate was the best at predicting learning curves. This model revealed an interaction between the learning and forgetting processes using the direction-specific memory of error. As expected, learning effects were observed at the practiced movement direction on a given trial. Forgetting effects (error increasing) were observed at the unpracticed movement directions with learning effects from generalization from the practiced movement direction. Our study provides insights that guide optimal training using the machine-learning algorithms in areas such as sports coaching, neurorehabilitation, and human-machine interactions.

On the encoding capacity of human motor adaptation

Primitive-based models of motor learning suggest that adaptation occurs by tuning the responses of motor primitives. Based on this idea, we consider motor learning as an information encoding procedure, that is, a procedure of encoding a motor skill into primitives. The capacity of encoding is determined by the number of recruited primitives, which depends on how many primitives are "visited" by the movement, and this leads to a rather counterintuitive prediction that faster movement, where a larger number of motor primitives are involved, allows learning more complicated motor skills. Here, we provide a set of experimental results that support this hypothesis. First, we show that learning occurs only with movement, that is, only with nonzero encoding capacity. When participants were asked to counteract a rotating force applied to a robotic handle, they were unable to do so when maintaining a static posture but were able to adapt when making small circular movements. Our second experiment further investigated how adaptation is affected by movement speed. When adapting to a simple (low-information-content) force field, fast (high-capacity) movement did not have an advantage over slow (low-capacity) movement. However, for a complex (high-information-content) force field, the fast movement showed a significant advantage over slow movement. Our final experiment confirmed that the observed benefit of high-speed movement is only weakly affected by mechanical factors. Taken together, our results suggest that the encoding capacity is a genuine limiting factor of human motor adaptation.NEW & NOTEWORTHY We propose a novel concept called "encoding capacity" of motor adaptation, which describes an inherent limiting-factor of our brain's ability to learn new motor skills, just like any other storage system. By reinterpreting the existing primitive-based models of motor learning, we hypothesize that the encoding capacity is determined by the size of the movement, and present a set of experimental evidence suggesting that such limiting effect of encoding capacity does exist in human motor adaptation.

Consolidation of human skill linked to waking hippocampo-neocortical replay

The introduction of rest intervals interspersed with practice strengthens wakeful consolidation of skill. The mechanisms by which the brain binds discrete action representations into consolidated, highly temporally resolved skill sequences during waking rest are not known. To address this question, we recorded magnetoencephalography (MEG) during acquisition and rapid consolidation of a sequential motor skill. We report the presence of prominent, fast waking neural replay during the same rest periods in which rapid consolidation occurs. The observed replay is temporally compressed by approximately 20-fold relative to the acquired skill, is selective for the trained sequence, and predicts the magnitude of skill consolidation. Replay representations extend beyond the hippocampus and entorhinal cortex to the contralateral sensorimotor cortex. These results document the presence of robust hippocampo-neocortical replay supporting rapid wakeful consolidation of skill.

Generalizing movement patterns following shoulder fixation

Generalizing newly learned movement patterns beyond the training context is challenging for most motor learning situations. Here we tested whether learning of a new physical property of the arm during self-initiated reaching generalizes to new arm configurations. Human participants performed a single-joint elbow reaching task and/or countered mechanical perturbations that created pure elbow motion with the shoulder joint free to rotate or locked by the manipulandum. With the shoulder free, we found activation of shoulder extensor muscles for pure elbow extension trials, appropriate for countering torques that arise at the shoulder due to forearm rotation. After locking the shoulder joint, we found a partial reduction in shoulder muscle activity, appropriate because locking the shoulder joint cancels the torques that arise at the shoulder due to forearm rotation. In our first three experiments, we tested whether and to what extent this partial reduction in shoulder muscle activity generalizes when reaching in different situations: 1) different initial shoulder orientation, 2) different initial elbow orientation, and 3) different reach distance/speed. We found generalization for the different shoulder orientation and reach distance/speed as measured by a reliable reduction in shoulder activity in these situations but no generalization for the different elbow orientation. In our fourth experiment, we found that generalization is also transferred to feedback control by applying mechanical perturbations and observing reflex responses in a distinct shoulder orientation. These results indicate that partial learning of new intersegmental dynamics is not sufficient for modifying a general internal model of arm dynamics.NEW & NOTEWORTHY Here we show that partially learning to reduce shoulder muscle activity following shoulder fixation generalizes to other movement conditions, but it does not generalize globally. These findings suggest that the partial learning of new intersegmental dynamics is not sufficient for modifying a general internal model of the arm's dynamics.

The dynamics of motor learning through the formation of internal models

A medical student learning to perform a laparoscopic procedure or a recently paralyzed user of a powered wheelchair must learn to operate machinery via interfaces that translate their actions into commands for an external device. Since the user's actions are selected from a number of alternatives that would result in the same effect in the control space of the external device, learning to use such interfaces involves dealing with redundancy. Subjects need to learn an externally chosen many-to-one map that transforms their actions into device commands. Mathematically, we describe this type of learning as a deterministic dynamical process, whose state is the evolving forward and inverse internal models of the interface. The forward model predicts the outcomes of actions, while the inverse model generates actions designed to attain desired outcomes. Both the mathematical analysis of the proposed model of learning dynamics and the learning performance observed in a group of subjects demonstrate a first-order exponential convergence of the learning process toward a particular state that depends only on the initial state of the inverse and forward models and on the sequence of targets supplied to the users. Noise is not only present but necessary for the convergence of learning through the minimization of the difference between actual and predicted outcomes.

Force field generalization and the internal representation of motor learning

When learning a new motor behavior, e.g. reaching in a force field, the nervous system builds an internal representation. Examining how subsequent reaches in unpracticed directions generalize reveals this representation. Although often studied, it is not known how this representation changes across training directions, or how changes in reach direction and the corresponding changes in limb impedance, influence these measurements. We ran a force field adaptation experiment using eight groups of subjects each trained on one of eight standard directions and then tested for generalization in the remaining seven directions. Generalization in all directions was local and asymmetric, providing limited and unequal transfer to the left and right side of the trained target. These asymmetries were not consistent in either magnitude or direction, even after correcting for changes in limb impedance. Relying on a standard model for generalization the inferred representations inconsistently shifted to one side or the other of their respective training direction. A second model that accounted for limb impedance and variations in baseline trajectories explained more data and the inferred representations were centered on their respective training directions. Our results highlight the influence of limb mechanics and impedance on psychophysical measurements and their interpretations for motor learning.

Early stages of sensorimotor map acquisition: learning with free exploration, without active movement or global structure

One of the puzzles of learning to talk or play a musical instrument is how we learn which movement produces a particular sound: an audiomotor map. The initial stages of map acquisition can be studied by having participants learn arm movements to auditory targets. The key question is what mechanism drives this early learning. Three learning processes from previous literature were tested: map learning may rely on active motor outflow (target), on error correction, and on the correspondence between sensory and motor distances (i.e., that similar movements map to similar sounds). Alternatively, we hypothesized that map learning can proceed without these. Participants made movements that were mapped to sounds in a number of different conditions that each precluded one of the potential learning processes. We tested whether map learning relies on assumptions about topological continuity by exposing participants to a permuted map that did not preserve distances in auditory and motor space. Further groups were tested who passively experienced the targets, kinematic trajectories produced by a robot arm, and auditory feedback as a yoked active participant (hence without active motor outflow). Another group made movements without receiving targets (thus without experiencing errors). In each case we observed substantial learning, therefore none of the three hypothesized processes is required for learning. Instead early map acquisition can occur with free exploration without target error correction, is based on sensory-to-sensory correspondences, and possible even for discontinuous maps. The findings are consistent with the idea that early sensorimotor map formation can involve instance-specific learning.NEW & NOTEWORTHY This study tested learning of novel sensorimotor maps in a variety of unusual circumstances, including learning a mapping that was permuted in such as way that it fragmented the sensorimotor workspace into discontinuous parts, thus not preserving sensory and motor topology. Participants could learn this mapping, and they could learn without motor outflow or targets. These results point to a robust learning mechanism building on individual instances, inspired from machine learning literature.

The influence of task outcome on implicit motor learning

Recent studies have demonstrated that task success signals can modulate learning during sensorimotor adaptation tasks, primarily through engaging explicit processes. Here, we examine the influence of task outcome on implicit adaptation, using a reaching task in which adaptation is induced by feedback that is not contingent on actual performance. We imposed an invariant perturbation (rotation) on the feedback cursor while varying the target size. In this way, the cursor either hit or missed the target, with the former producing a marked attenuation of implicit motor learning. We explored different computational architectures that might account for how task outcome information interacts with implicit adaptation. The results fail to support an architecture in which adaptation operates in parallel with a model-free operant reinforcement process. Rather, task outcome may serve as a gain on implicit adaptation or provide a distinct error signal for a second, independent implicit learning process.

Editorial note

This article has been through an editorial process in which the authors decide how to respond to the issues raised during peer review. The Reviewing Editor's assessment is that all the issues have been addressed (see decision letter).

Increasing muscle co-contraction speeds up internal model acquisition during dynamic motor learning

During reaching movements in the presence of novel dynamics, participants initially co-contract their muscles to reduce kinematic errors and improve task performance. As learning proceeds, muscle co-contraction decreases as an accurate internal model develops. The initial co-contraction could affect the learning of the internal model in several ways. By ensuring the limb remains close to the target state, co-contraction could speed up learning. Conversely, by reducing kinematic errors, a key training signal, it could slow down learning. Alternatively, given that the effects of muscle co-contraction on kinematic errors are predictable and could be discounted when assessing the internal model error, it could have no effect on learning. Using a sequence of force pulses, we pretrained two groups to either co-contract (stiff group) or relax (relaxed group) their arm muscles in the presence of dynamic perturbations. A third group (control group) was not pretrained. All groups performed reaching movements in a velocity-dependent curl field. We measured adaptation using channel trials and found greater adaptation in the stiff group during early learning. We also found a positive correlation between muscle co-contraction, as measured by surface electromyography, and adaptation. These results show that muscle co-contraction accelerates the rate of dynamic motor learning.

Plan-based generalization shapes local implicit adaptation to opposing visuomotor transformations

The human ability to use different tools demonstrates our capability of forming and maintaining multiple, context-specific motor memories. Experimentally, this has been investigated in dual adaptation, where participants adjust their reaching movements to opposing visuomotor transformations. Adaptation in these paradigms occurs by distinct processes, such as strategies for each transformation or the implicit acquisition of distinct visuomotor mappings. Although distinct, transformation-dependent aftereffects have been interpreted as support for the latter, they could reflect adaptation of a single visuomotor map, which is locally adjusted in different regions of the workspace. Indeed, recent studies suggest that explicit aiming strategies direct where in the workspace implicit adaptation occurs, thus potentially serving as a cue to enable dual adaptation. Disentangling these possibilities is critical to understanding how humans acquire and maintain motor memories for different skills and tools. We therefore investigated generalization of explicit and implicit adaptation to untrained movement directions after participants practiced two opposing cursor rotations, which were associated with the visual display being presented in the left or right half of the screen. Whereas participants learned to compensate for opposing rotations by explicit strategies specific to this visual workspace cue, aftereffects were not cue sensitive. Instead, aftereffects displayed bimodal generalization patterns that appeared to reflect locally limited learning of both transformations. By varying target arrangements and instructions, we show that these patterns are consistent with implicit adaptation that generalizes locally around movement plans associated with opposing visuomotor transformations. Our findings show that strategies can shape implicit adaptation in a complex manner. NEW & NOTEWORTHY Visuomotor dual adaptation experiments have identified contextual cues that enable learning of separate visuomotor mappings, but the underlying representations of learning are unclear. We report that visual workspace separation as a contextual cue enables the compensation of opposing cursor rotations by a combination of explicit and implicit processes: Learners developed context-dependent explicit aiming strategies, whereas an implicit visuomotor map represented dual adaptation independent from arbitrary context cues by local adaptation around the explicit movement plan.

Temporal specificity of the initial adaptive response in motor adaptation

Repeated exposure to a novel physical environment eventually leads to a mature adaptive response whereby feedforward changes in motor output mirror both the amplitude and temporal structure of the environmental perturbations. However, adaptive responses at the earliest stages of learning have been found to be not only smaller, but systematically less specific in their temporal structure compared to later stages of learning. This observation has spawned a lively debate as to whether the temporal structure of the initial adaptive response is, in fact, stereotyped and non-specific. To settle this debate, we directly measured the adaptive responses to velocity-dependent and position-dependent force-field perturbations (vFFs and pFFs) at the earliest possible stage of motor learning in humans–after just a single-movement exposure. In line with previous work, we found these earliest stage adaptive responses to be more similar than the perturbations that induced them. However, the single-trial adaptive responses for vFF and pFF perturbations were clearly distinct, and the disparity between them reflected the difference between the temporal structure of the perturbations that drove them. Critically, we observed these differences between single-trial adaptive responses when vFF and pFF perturbations were randomly intermingled from one trial to the next within the same block, indicating perturbation response specificity at the single trial level. These findings demonstrate that the initial adaptive responses to physical perturbations are not stereotyped. Instead, the neural plasticity in sensorimotor areas is sensitive to the temporal structure of a movement perturbation even at the earliest stage in learning. This insight has direct implications for the development of computational models of early-stage motor adaptation and the evolution of this adaptive response with continued training.

With repeated exposure to a perturbation, the sensorimotor system learns to develop an adaptive response that is highly specific to both the amplitude and temporal structure of that perturbation in order to effectively counteract it. It is widely known that the amplitude of the adaptive response starts small and gradually grows to the right size with repeated exposure. However, it is also the case that the temporal structure of the adaptive response starts somewhat generically and gradually grows into the right shape with repeated exposure. A key question is whether the adaptive response to a perturbation begins with a stereotyped temporal structure that only becomes specified with further practice, or if it begins with a degree of specificity for the experienced perturbation that need only to be refined by practice. Here, by precisely measuring the temporal pattern of motor output in the single-trial adaptive response to two different perturbations, we show that the initial adaptive response is indeed specific to the temporal characteristics of the perturbation, even when the disturbance randomly changed from one trial to the next. These results demonstrate that the sensorimotor system is sensitive to the temporal features of a disturbance, even when experienced just once.

Implications of plan-based generalization in sensorimotor adaptation

Generalization is a fundamental aspect of behavior, allowing for the transfer of knowledge from one context to another. The details of this transfer are thought to reveal how the brain represents what it learns. Generalization has been a central focus in studies of sensorimotor adaptation, and its pattern has been well characterized: Learning of new dynamic and kinematic transformations in one region of space tapers off in a Gaussian-like fashion to neighboring untrained regions, echoing tuned population codes in the brain. In contrast to common allusions to generalization in cognitive science, generalization in visually guided reaching is usually framed as a passive consequence of neural tuning functions rather than a cognitive feature of learning. While previous research has presumed that maximum generalization occurs at the instructed task goal or the actual movement direction, recent work suggests that maximum generalization may occur at the location of an explicitly accessible movement plan. Here we provide further support for plan-based generalization, formalize this theory in an updated model of adaptation, and test several unexpected implications of the model. First, we employ a generalization paradigm to parameterize the generalization function and ascertain its maximum point. We then apply the derived generalization function to our model and successfully simulate and fit the time course of implicit adaptation across three behavioral experiments. We find that dynamics predicted by plan-based generalization are borne out in the data, are contrary to what traditional models predict, and lead to surprising implications for the behavioral, computational, and neural characteristics of sensorimotor adaptation.NEW & NOTEWORTHY The pattern of generalization is thought to reveal how the motor system represents learned actions. Recent work has made the intriguing suggestion that maximum generalization in sensorimotor adaptation tasks occurs at the location of the learned movement plan. Here we support this interpretation, develop a novel model of motor adaptation that incorporates plan-based generalization, and use the model to successfully predict surprising dynamics in the time course of adaptation across several conditions.

Spinal-Exercise Prescription in Sport: Classifying Physical Training and Rehabilitation by Intention and Outcome

CONTEXT

Identification of strategies to prevent spinal injury, optimize rehabilitation, and enhance performance is a priority for practitioners. Different exercises produce different effects on neuromuscular performance. Clarity of the purpose of a prescribed exercise is central to a successful outcome. Spinal exercises need to be classified according to the objective of the exercise and planned physical outcome.

OBJECTIVE

To define the modifiable spinal abilities that underpin optimal function during skilled athletic performance, clarify the effect of spinal pain and pathologic conditions, and classify spinal exercises according to the objective of the exercise and intended physical outcomes to inform training and rehabilitation.

DESIGN

Qualitative study.

DATA COLLECTION AND ANALYSIS

We conducted a qualitative consensus method of 4 iterative phases. An exploratory panel carried out an extended review of the English-language literature using CINAHL, EMBASE, MEDLINE, and PubMed to identify key themes and subthemes to inform the definitions of exercise categories, physical abilities, and physical outcomes. An expert project group reviewed panel findings. A draft classification was discussed with physiotherapists (n = 49) and international experts. Lead physiotherapy and strength and conditioning teams (n = 17) reviewed a revised classification. Consensus was defined as unanimous agreement.

RESULTS

After the literature review and subsequent analysis, we defined spinal abilities in 4 categories: mobility, motor control, work capacity, and strength. Exercises were subclassified by functionality as nonfunctional or functional and by spinal displacement as either static (neutral spinal posture with no segmental displacement) or dynamic (dynamic segmental movement). The proposed terminology and classification support commonality of language for practitioners.

CONCLUSIONS

The spinal-exercise classification will support clinical reasoning through a framework of spinal-exercise objectives that clearly define the nature of the exercise prescription required to deliver intended physical outcomes.

Visuomotor Learning Generalizes Around the Intended Movement

Human motor learning is useful if it generalizes beyond the trained task. Here, we introduce a new idea about how human visuomotor learning generalizes. We show that learned reaching movements generalize around where a person intends to move (i.e., aiming direction) as opposed to where they actually move. We used a visual rotation paradigm that allowed us to disentangle whether generalization is centered on where people aim to move, where they actually move, or where visual feedback indicates they moved. Participants reached to a visual target with their arm occluded from view. The cursor feedback was rotated relative to the position of their unseen hand to induce learning. Participants verbally reported their aiming direction, reached, and then were shown the outcome. We periodically introduced single catch trials with no feedback to measure learning. Results showed that learning was maximal at the participants’ aiming location, and not at the actual hand position or where the cursor was displayed. This demonstrates that visuomotor learning generalizes around where we intend to move rather than where we actually move, and thus introduces a new role for cognitive processes beyond simply reducing movement error.

Error augmentation as a possible technique for improving upper extremity motor performance after a stroke - a systematic review

BACKGROUND

Improvement of motor performance is crucial in rehabilitation after a stroke. A new concept in motor learning and rehabilitation is error augmentation (EA): using erroneous sensory feedback to enhance adaptation to a new environment. However, the clinical efficacy of this method to enhance motor learning after a stroke needs to be evaluated.

OBJECTIVES

To determine whether there is enough evidence-based knowledge to justify using the EA concept for upper extremity rehabilitation after a stroke over traditional rehabilitation methods.

METHODS

Two reviewers systematically searched the English-language literature in six databases: PubMed, Web of science, PEDro, CINAHL, Cochrane, and Scopus, using the key words: "error augmentation" or "error enhancement" or "negative viscosity" and "stroke" and "upper extremity." The studies were evaluated based on their main characteristics and methodology.

RESULTS

There is limited evidence about the effectiveness of this new method, as only eight studies, with limited methodological quality were found. The participants were usually in the chronic stage after the stroke. Two studies were randomized controlled trials, four used a crossover design, and two were pilot studies. Fugl-Meyer was the most common clinical outcome measure used to assess the effect of treatment. Three studies reported a significant improvement in the effects of EA training compared to control training, and two studies reported a significant treatment effect over time.

CONCLUSIONS

Most of the studies reviewed have significant methodological drawbacks that resulted in equivocal results. Therefore, we recommend that additional randomized controlled trials, with larger sample sizes and acceptable protocols be conducted to determine the long-term efficacy of EA training.

Flexible Control of Safety Margins for Action Based on Environmental Variability

To reduce the risk of slip, grip force (GF) control includes a safety margin above the force level ordinarily sufficient for the expected load force (LF) dynamics. The current view is that this safety margin is based on the expected LF dynamics, amounting to a static safety factor like that often used in engineering design. More efficient control could be achieved, however, if the motor system reduces the safety margin when LF variability is low and increases it when this variability is high. Here we show that this is indeed the case by demonstrating that the human motor system sizes the GF safety margin in proportion to an internal estimate of LF variability to maintain a fixed statistical confidence against slip. In contrast to current models of GF control that neglect the variability of LF dynamics, we demonstrate that GF is threefold more sensitive to the SD than the expected value of LF dynamics, in line with the maintenance of a 3-sigma confidence level. We then show that a computational model of GF control that includes a variability-driven safety margin predicts highly asymmetric GF adaptation between increases versus decreases in load. We find clear experimental evidence for this asymmetry and show that it explains previously reported differences in how rapidly GFs and manipulatory forces adapt. This model further predicts bizarre nonmonotonic shapes for GF learning curves, which are faithfully borne out in our experimental data. Our findings establish a new role for environmental variability in the control of action.

Skilled forelimb movements and internal copy motor circuits

Mammalian skilled forelimb movements are remarkable in their precision, a feature that emerges from the continuous adjustment of motor output. Here we discuss recent progress in bridging the gap between theory and neural implementation in understanding the basis of forelimb motor refinement. One influential theory is that feedback from internal copy motor pathways enables fast prediction, through a forward model of the limb, an idea supported by behavioral studies that have explored how forelimb movements are corrected online and can adapt to changing conditions. In parallel, neural substrates of forelimb internal copy pathways are coming into clearer focus, in part through the use of genetically tractable animal models to isolate spinal and cerebellar circuits and explore their contributions to movement.

The Decay of Motor Memories Is Independent of Context Change Detection

When the error signals that guide human motor learning are withheld following training, recently-learned motor memories systematically regress toward untrained performance. It has previously been hypothesized that this regression results from an intrinsic volatility in these memories, resulting in an inevitable decay in the absence of ongoing error signals. However, a recently-proposed alternative posits that even recently-acquired motor memories are intrinsically stable, decaying only if a change in context is detected. This new theory, the context-dependent decay hypothesis, makes two key predictions: (1) after error signals are withheld, decay onset should be systematically delayed until the context change is detected; and (2) manipulations that impair detection by masking context changes should result in prolonged delays in decay onset and reduced decay amplitude at any given time. Here we examine the decay of motor adaptation following the learning of novel environmental dynamics in order to carefully evaluate this hypothesis. To account for potential issues in previous work that supported the context-dependent decay hypothesis, we measured decay using a balanced and baseline-referenced experimental design that allowed for direct comparisons between analogous masked and unmasked context changes. Using both an unbiased variant of the previous decay onset analysis and a novel highly-powered group-level version of this analysis, we found no evidence for systematically delayed decay onset nor for the masked context change affecting decay amplitude or its onset time. We further show how previous estimates of decay onset latency can be substantially biased in the presence of noise, and even more so with correlated noise, explaining the discrepancy between the previous results and our findings. Our results suggest that the decay of motor memories is an intrinsic feature of error-based learning that does not depend on context change detection.

Suppose you are asked to shoot free throws with a basketball. If you’re an unskilled shooter, you may at first miss in a consistent way for consecutive shots—perhaps a bit to the right—but you will soon learn to correct that error. However, an often-repeated finding is that if error information is withheld, such as if you close your eyes just after releasing the ball, performance will regress toward baseline. One explanation is that newly-formed motor memories are intrinsically volatile, decaying away if there is no continued performance feedback. However, recent work proposed an alternative mechanism: that newly-formed motor memories are intrinsically stable, but people change their behavior upon detecting a context change. This hypothesis predicts decay will occur only after the change is detected, leading to delayed decay if the context change is purposefully masked in an experiment. We show that previous estimates of decay onset delay, which provided support for the context-dependent decay hypothesis, were systematically biased and that decay instead begins immediately, without delay, even when context changes are effectively masked, in stark contrast to the 40+ trial delays previously reported. Thus, we show that recent memories decay independently of context change detection, suggesting that they are indeed intrinsically volatile.

Prospective errors determine motor learning

Diverse features of motor learning have been reported by numerous studies, but no single theoretical framework concurrently accounts for these features. Here, we propose a model for motor learning to explain these features in a unified way by extending a motor primitive framework. The model assumes that the recruitment pattern of motor primitives is determined by the predicted movement error of an upcoming movement (prospective error). To validate this idea, we perform a behavioural experiment to examine the model’s novel prediction: after experiencing an environment in which the movement error is more easily predictable, subsequent motor learning should become faster. The experimental results support our prediction, suggesting that the prospective error might be encoded in the motor primitives. Furthermore, we demonstrate that this model has a strong explanatory power to reproduce a wide variety of motor-learning-related phenomena that have been separately explained by different computational models.

Motor learning is characterized by diverse cognitive processes, which lack a unified theoretical framework. Here, Takiyama et al. present a model demonstrating that motor learning is determined by prospective errors, which they test in a specially designed visuomotor adaptation task.

Asymmetric generalization in adaptation to target displacement errors in humans and in a neural network model

Different error signals can induce sensorimotor adaptation during visually guided reaching, possibly evoking different neural adaptation mechanisms. Here we investigate reach adaptation induced by visual target errors without perturbing the actual or sensed hand position. We analyzed the spatial generalization of adaptation to target error to compare it with other known generalization patterns and simulated our results with a neural network model trained to minimize target error independent of prediction errors. Subjects reached to different peripheral visual targets and had to adapt to a sudden fixed-amplitude displacement ("jump") consistently occurring for only one of the reach targets. Subjects simultaneously had to perform contralateral unperturbed saccades, which rendered the reach target jump unnoticeable. As a result, subjects adapted by gradually decreasing reach errors and showed negative aftereffects for the perturbed reach target. Reach errors generalized to unperturbed targets according to a translational rather than rotational generalization pattern, but locally, not globally. More importantly, reach errors generalized asymmetrically with a skewed generalization function in the direction of the target jump. Our neural network model reproduced the skewed generalization after adaptation to target jump without having been explicitly trained to produce a specific generalization pattern. Our combined psychophysical and simulation results suggest that target jump adaptation in reaching can be explained by gradual updating of spatial motor goal representations in sensorimotor association networks, independent of learning induced by a prediction-error about the hand position. The simulations make testable predictions about the underlying changes in the tuning of sensorimotor neurons during target jump adaptation.

The generalization of prior uncertainty during reaching

Bayesian statistics defines how new information, given by a likelihood, should be combined with previously acquired information, given by a prior distribution. Many experiments have shown that humans make use of such priors in cognitive, perceptual, and motor tasks, but where do priors come from? As people never experience the same situation twice, they can only construct priors by generalizing from similar past experiences. Here we examine the generalization of priors over stochastic visuomotor perturbations in reaching experiments. In particular, we look into how the first two moments of the prior--the mean and variance (uncertainty)--generalize. We find that uncertainty appears to generalize differently from the mean of the prior, and an interesting asymmetry arises when the mean and the uncertainty are manipulated simultaneously.

Environmental consistency determines the rate of motor adaptation

BACKGROUND

The motor system has the remarkable ability not only to learn but also to learn how fast it should learn. However, the mechanisms behind this ability are not well understood. Previous studies have posited that the rate of adaptation in a given environment is determined by Bayesian sensorimotor integration based on the amount of variability in the state of the environment. However, experimental results have failed to support several predictions of this theory.

RESULTS

We show that the rate at which the motor system adapts to changes in the environment is primarily determined not by the degree to which environmental change occurs but by the degree to which the changes that do occur persist from one movement to the next, i.e., the consistency of the environment. We demonstrate a striking double dissociation whereby feedback response strength is predicted by environmental variability rather than consistency, whereas adaptation rate is predicted by environmental consistency rather than variability. We proceed to elucidate the role of stimulus repetition in speeding up adaptation and find that repetition can greatly potentiate the effect of consistency, although unlike consistency, repetition alone does not increase adaptation rate. By leveraging this understanding, we demonstrate that the rate of motor adaptation can be modulated over a range that encompasses a 20-fold increase from lowest to highest.

CONCLUSIONS

Understanding the mechanisms that determine the rate of motor adaptation could lead to the principled design of improved procedures for motor training and rehabilitation. Regimens designed to control environmental consistency and repetition during training might yield faster, more robust motor learning.

Simultaneous processing of information on multiple errors in visuomotor learning

The proper association between planned and executed movements is crucial for motor learning because the discrepancies between them drive such learning. Our study explored how this association was determined when a single action caused the movements of multiple visual objects. Participants reached toward a target by moving a cursor, which represented the right hand’s position. Once every five to six normal trials, we interleaved either of two kinds of visual perturbation trials: rotation of the cursor by a certain amount (±15°, ±30°, and ±45°) around the starting position (single-cursor condition) or rotation of two cursors by different angles (+15° and −45°, 0° and 30°, etc.) that were presented simultaneously (double-cursor condition). We evaluated the aftereffects of each condition in the subsequent trial. The error sensitivity (ratio of the aftereffect to the imposed visual rotation) in the single-cursor trials decayed with the amount of rotation, indicating that the motor learning system relied to a greater extent on smaller errors. In the double-cursor trials, we obtained a coefficient that represented the degree to which each of the visual rotations contributed to the aftereffects based on the assumption that the observed aftereffects were a result of the weighted summation of the influences of the imposed visual rotations. The decaying pattern according to the amount of rotation was maintained in the coefficient of each imposed visual rotation in the double-cursor trials, but the value was reduced to approximately 40% of the corresponding error sensitivity in the single-cursor trials. We also found a further reduction of the coefficients when three distinct cursors were presented (e.g., −15°, 15°, and 30°). These results indicated that the motor learning system utilized multiple sources of visual error information simultaneously to correct subsequent movement and that a certain averaging mechanism might be at work in the utilization process.

The training schedule affects the stability, not the magnitude, of the interlimb transfer of learned dynamics

The way that a motor adaptation is trained, for example, the manner in which it is introduced or the duration of the training period, can influence its internal representation. However, recent studies examining the gradual versus abrupt introduction of a novel environment have produced conflicting results. Here we examined how these effects determine the effector specificity of motor adaptation during visually guided reaching. After adaptation to velocity-dependent dynamics in the right arm, we estimated the amount of adaptation transferred to the left arm, using error-clamp measurement trials to directly measure changes in learned dynamics. We found that a small but significant amount of generalization to the untrained arm occurs under three different training schedules: a short-duration (15 trials) abrupt presentation, a long-duration (160 trials) abrupt presentation, and a long-duration gradual presentation of the novel dynamic environment. Remarkably, we found essentially no difference between the amount of interlimb generalization when comparing these schedules, with 9-12% transfer of the trained adaptation for all three. However, the duration of training had a pronounced effect on the stability of the interlimb transfer: The transfer elicited from short-duration training decayed rapidly, whereas the transfer from both long-duration training schedules was considerably more persistent (<50% vs. >90% retention over the first 20 trials). These results indicate that the amount of interlimb transfer is similar for gradual versus abrupt training and that interlimb transfer of learned dynamics can occur after even a brief training period but longer training is required for an enduring effect.

Limb motion dictates how motor learning arises from arbitrary environmental dynamics

A key idea in motor learning is that internal models of environmental dynamics are internally represented as functions of spatial variables including position, velocity, and acceleration of body motion. We refer to such a representation as motion dependent. The evidence for a motion-dependent representation is, however, primarily based on examination of the adaptation to motion-dependent dynamic environments. To more rigorously test this idea, we examined the adaptive response to perturbations that cannot be well approximated by motion-state: force-impulses--brief, high-amplitude pulses of force. The induced adaptation characterizes the impulse response of the system--a widely used technique for probing system dynamics in engineering systems identification. Here we examined the adaptive responses to two different force-impulse perturbations during human voluntary reaching movements. We found that although neither could be well approximated by motion-state (R(2) < 0.18 in both cases), both perturbations induced single-trial adaptive responses that were (R(2) > 0.87). Moreover, these responses were similar in shape to those induced by low-fidelity motion-based approximations of the force-impulses (r > 0.88). Remarkably, we found that the motion dependence of the adaptive responses to force-impulses persisted, even after prolonged exposure (R(2) > 0.95). During a 300-trial training period, trial-to-trial fluctuations in the position, velocity, and acceleration of motion accurately predicted trial-to-trial fluctuations in the adaptive response, and the adaptation gradually became more specific to the perturbation, but only via reorganization of the structure of the motion-dependent representation. These results indicate that internal models of environmental dynamics represent these dynamics in a motion-dependent manner, regardless of the nature of the dynamics encountered.

Motor memory is encoded as a gain-field combination of intrinsic and extrinsic action representations

Actions can be planned in either an intrinsic (body-based) reference frame or an extrinsic (world-based) frame, and understanding how the internal representations associated with these frames contribute to the learning of motor actions is a key issue in motor control. We studied the internal representation of this learning in human subjects by analyzing generalization patterns across an array of different movement directions and workspaces after training a visuomotor rotation in a single movement direction in one workspace. This provided a dense sampling of the generalization function across intrinsic and extrinsic reference frames, which allowed us to dissociate intrinsic and extrinsic representations and determine the manner in which they contributed to the motor memory for a trained action. A first experiment showed that the generalization pattern reflected a memory that was intermediate between intrinsic and extrinsic representations. A second experiment showed that this intermediate representation could not arise from separate intrinsic and extrinsic learning. Instead, we find that the representation of learning is based on a gain-field combination of local representations in intrinsic and extrinsic coordinates. This gain-field representation generalizes between actions by effectively computing similarity based on the (Mahalanobis) distance across intrinsic and extrinsic coordinates and is in line with neural recordings showing mixed intrinsic-extrinsic representations in motor and parietal cortices.

Sensitivity to prediction error in reach adaptation

It has been proposed that the brain predicts the sensory consequences of a movement and compares it to the actual sensory feedback. When the two differ, an error signal is formed, driving adaptation. How does an error in one trial alter performance in the subsequent trial? Here we show that the sensitivity to error is not constant but declines as a function of error magnitude. That is, one learns relatively less from large errors compared with small errors. We performed an experiment in which humans made reaching movements and randomly experienced an error in both their visual and proprioceptive feedback. Proprioceptive errors were created with force fields, and visual errors were formed by perturbing the cursor trajectory to create a visual error that was smaller, the same size, or larger than the proprioceptive error. We measured single-trial adaptation and calculated sensitivity to error, i.e., the ratio of the trial-to-trial change in motor commands to error size. We found that for both sensory modalities sensitivity decreased with increasing error size. A reanalysis of a number of previously published psychophysical results also exhibited this feature. Finally, we asked how the brain might encode sensitivity to error. We reanalyzed previously published probabilities of cerebellar complex spikes (CSs) and found that this probability declined with increasing error size. From this we posit that a CS may be representative of the sensitivity to error, and not error itself, a hypothesis that may explain conflicting reports about CSs and their relationship to error.

Cerebellar contributions to reach adaptation and learning sensory consequences of action

When we use a novel tool, the motor commands may not produce the expected outcome. In healthy individuals, with practice the brain learns to alter the motor commands. This change depends critically on the cerebellum as damage to this structure impairs adaptation. However, it is unclear precisely what the cerebellum contributes to the process of adaptation in human motor learning. Is the cerebellum crucial for learning to associate motor commands with novel sensory consequences, called forward model, or is the cerebellum important for learning to associate sensory goals with novel motor commands, called inverse model? Here, we compared performance of cerebellar patients and healthy controls in a reaching task with a gradual perturbation schedule. This schedule allowed both groups to adapt their motor commands. Following training, we measured two kinds of behavior: in one case, people were presented with reach targets near the direction in which they had trained. The resulting generalization patterns of patients and controls were similar, suggesting comparable inverse models. In the second case, participants reached without a target and reported the location of their hand. In controls, the pattern of change in reported hand location was consistent with simulation results of a forward model that had learned to associate motor commands with new sensory consequences. In patients, this change was significantly smaller. Therefore, in our sample of patients, we observed that while adaptation of motor commands can take place despite cerebellar damage, cerebellar integrity appears critical for learning to predict visual sensory consequences of motor commands.

Distinct motor plans form and retrieve distinct motor memories for physically identical movements

We can adapt movements to a novel dynamic environment (e.g., tool use, microgravity, and perturbation) by acquiring an internal model of the dynamics. Although multiple environments can be learned simultaneously if each environment is experienced with different limb movement kinematics, it is controversial as to whether multiple internal models for a particular movement can be learned and flexibly retrieved according to behavioral contexts. Here, we address this issue by using a novel visuomotor task. While participants reached to each of two targets located at a clockwise or counter-clockwise position, a gradually increasing visual rotation was applied in the clockwise or counter-clockwise direction, respectively, to the on-screen cursor representing the unseen hand position. This procedure implicitly led participants to perform physically identical pointing movements irrespective of their intentions (i.e., movement plans) to move their hand toward two distinct visual targets. Surprisingly, if each identical movement was executed according to a distinct movement plan, participants could readily adapt these movements to two opposing force fields simultaneously. The results demonstrate that multiple motor memories can be learned and flexibly retrieved, even for physically identical movements, according to distinct motor plans in a visual space.

Adaptation to dynamic environments displays local generalization for voluntary reaching movements

The shape of the directional generalization function for adaptation to a viscous force-field environment has been controversial. Some studies have suggested wide, essentially global generalization and others have suggested narrow, local generalization. Here, we show definitively that motor adaptation displays narrow generalization with a minimal global component and a peak at the trained movement direction for both single-trial and asymptotic adaptation. Furthermore, we find that reaching movements in opposite directions do not interfere with one another during force-field learning.