Inconsistent attentional contexts impair relearning following gradual visuomotor adaptation
Inconsistent attentional contexts impair relearning following gradual visuomotor adaptation
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不一致的注意力环境会损害逐渐视觉运动适应后的重新学习
DOI：
10.1152/jn.00463.2021
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发表时间：
2022
影响因子：
2.5
通讯作者：
Song, Joo-Hyun
中科院分区：
文献类型：
--
作者：
Im, Hee Yeon;Liddy, Joshua J.;Song, Joo-Hyun
大脑的主要功能之一是在动态的、分散注意力的环境中促进行动。因为分心会分散我们对主要目标的注意力，我们必须学会在感官和认知分心的情况下保持准确的行动。视觉适应是一个学习过程，当感觉运动能力或环境条件突然或逐渐改变时，恢复性能。先前的工作表明，在特定的单任务或双任务设置下（即，在相同条件下，注意力上下文）与更好的回忆有关。这表明，在适应过程中，注意力的上下文编码，并用作回忆线索。目前的研究调查了注意力背景（即，单任务与双任务）也影响了对逐渐扰动的适应和回忆，这限制了对运动错误的意识。在适应过程中，参与者将光标移动到目标，同时学习抵消视觉旋转，每次试验从0°增加到45° 0.3°，有或没有执行次要任务。再学习受损时，注意力的背景是不同的适应和回忆（实验1），即使当暴露于注意力的背景下，仅限于早期或后期的适应（实验2）。改变次要任务并不影响再学习，这表明注意力的背景，而不是特定的刺激或任务，与更好的回忆性能（实验3）。这些发现强调了认知因素的重要性，如注意力，在视觉适应中，并对学习和康复范式产生了影响。新&值得注意的是，在单任务或双任务设置下获得的适应，分别创造了一个不可分割的或可分割的注意力背景，当在不同条件下发生再学习时，从双重任务转变为单一任务）。当最初的适应是逐渐的扰动时，注意力环境的变化会损害再学习。明确的扰动意识是不必要的，这种影响是强大的，也不是由于次要任务要求的变化的影响。
One of the brain’s primary functions is to promote actions in dynamic, distracting environments. Because distractions divert attention from our primary goals, we must learn to maintain accurate actions under sensory and cognitive distractions. Visuomotor adaptation is a learning process that restores performance when sensorimotor capacities or environmental conditions are abruptly or gradually altered. Prior work showed that learning to counteract an abrupt perturbation under a particular single- or dual-task setting (i.e., attentional context) was associated with better recall under the same conditions. This suggested that the attentional context was encoded during adaptation and used as a recall cue. The current study investigated whether the attentional context (i.e., single vs. dual task) also affected adaptation and recall to a gradual perturbation, which limited awareness of movement errors. During adaptation, participants moved a cursor to a target while learning to counteract a visuomotor rotation that increased from 0° to 45° by 0.3° each trial, with or without performing a secondary task. Relearning was impaired when the attentional context was different between adaptation and recall (experiment 1), even when the exposure to the attentional context was limited to the early or late half of adaptation (experiment 2). Changing the secondary task did not affect relearning, indicating that the attentional context, rather than specific stimuli or tasks, was associated with better recall performance (experiment 3). These findings highlight the importance of cognitive factors, such as attention, in visuomotor adaptation and have implications for learning and rehabilitation paradigms.NEW & NOTEWORTHYAdaptation acquired under single- or dual-task setting, which created an undivided or divided attentional context, respectively, was impaired when relearning occurred under different conditions (i.e., shifting from a dual to single task). Changes to the attentional context impaired relearning when the initial adaptation was to a gradual perturbation. Explicit awareness of the perturbation was not necessary for this effect to be robust, nor was the effect attributable to changes in the secondary task requirements.