Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use
Delayed feedback during sensorimotor learning selectively disrupts adaptation but not strategy use
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DOI：
10.1152/jn.00066.2015
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发表时间：
2016-03-01
影响因子：
2.5
通讯作者：
Taylor, Jordan A.
中科院分区：
文献类型：
--
作者：
Brudner, Samuel N.;Kethidi, Nikhit;Taylor, Jordan A.
在感觉运动适应任务中，反馈延迟会导致学习速度的显著降低。考虑到许多熟练的行为具有固有的长延迟（例如，打高尔夫球）。这些任务领域的一个不同之处在于，适应主要是由基于错误的反馈驱动的，而熟练的表现在很大程度上也依赖于基于结果的反馈。这种差异表明，基于错误和结果的反馈可能涉及不同的学习过程，这些过程可能与不同的时间限制。我们在视觉适应任务中测试了这一假设。错误反馈由光标的终端位置指示，而结果反馈由点指示。在不同的参与者组中，两个反馈信号在运动结束时立即呈现，延迟后，或仅延迟错误反馈。参与者学会了以类似的方式对抗旋转，而不管反馈延迟。然而，后效，内隐运动适应的指标，衰减延迟错误反馈，与假设，不同的学习过程支持延迟下的性能。我们测试了这一点，采用任务，分离的贡献外显策略和内隐适应。我们发现，明确的目标策略有助于大部分的学习曲线，无论延迟;然而，内隐学习，测量的学习过程中，后效，显着衰减与延迟错误为基础的反馈。这些实验提供了新的见解与不同的运动学习过程的时间限制。
In sensorimotor adaptation tasks, feedback delays can cause significant reductions in the rate of learning. This constraint is puzzling given that many skilled behaviors have inherently long delays (e.g., hitting a golf ball). One difference in these task domains is that adaptation is primarily driven by error-based feedback, whereas skilled performance may also rely to a large extent on outcome-based feedback. This difference suggests that error- and outcome-based feedback may engage different learning processes, and these processes may be associated with different temporal constraints. We tested this hypothesis in a visuomotor adaptation task. Error feedback was indicated by the terminal position of a cursor, while outcome feedback was indicated by points. In separate groups of participants, the two feedback signals were presented immediately at the end of the movement, after a delay, or with just the error feedback delayed. Participants learned to counter the rotation in a similar manner regardless of feedback delay. However, the aftereffect, an indicator of implicit motor adaptation, was attenuated with delayed error feedback, consistent with the hypothesis that a different learning process supports performance under delay. We tested this by employing a task that dissociates the contribution of explicit strategies and implicit adaptation. We find that explicit aiming strategies contribute to the majority of the learning curve, regardless of delay; however, implicit learning, measured over the course of learning and by aftereffects, was significantly attenuated with delayed error-based feedback. These experiments offer new insight into the temporal constraints associated with different motor learning processes.