Learning Redundant Motor Tasks with and without Overlapping Dimensions: Facilitation and Interference Effects
Learning Redundant Motor Tasks with and without Overlapping Dimensions: Facilitation and Interference Effects
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DOI：
10.1523/jneurosci.4455-13.2014
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发表时间：
2014-06-11
影响因子：
5.3
通讯作者：
Scheidt, Robert A.
中科院分区：
文献类型：
--
作者：
Ranganathan, Rajiv;Wieser, Jon;Scheidt, Robert A.
先前学习运动技能会产生运动记忆，这些记忆可以促进或干扰新的但相关的运动技能的学习。运动学习的一种假设认为，对于具有冗余自由度的感觉运动任务，神经系统会学习任务的几何结构，并通过在该任务空间内有选择地操作来提高性能。我们通过检查两个任务之间的学习迁移是否取决于各自任务空间之间的共享维度来测试这一假设。人类参与者戴着数据手套，学会通过移动手指来操纵计算机光标。不同组的参与者学习了两项任务：每组独有的先前任务和所有组共同的标准任务。我们操纵先前任务中手指运动和光标位置之间的映射来定义共享或不共享标准任务的任务空间维度（x-y 轴）的任务空间。我们发现，如果先验任务与标准任务共享任务维度，则标准任务的表现会有初步的促进。然而，如果先验任务不与标准任务共享任务维度，则由于参与者找到低效的任务解决方案，因此在学习标准任务时会出现长时间的干扰。这些结果表明，神经系统通过练习来学习任务空间，并且共享任务空间维度的程度影响先前经验转移到后续相关运动技能学习的程度。
Prior learning of a motor skill creates motor memories that can facilitate or interfere with learning of new, but related, motor skills. One hypothesis of motor learning posits that for a sensorimotor task with redundant degrees of freedom, the nervous system learns the geometric structure of the task and improves performance by selectively operating within that task space. We tested this hypothesis by examining if transfer of learning between two tasks depends on shared dimensionality between their respective task spaces. Human participants wore a data glove and learned to manipulate a computer cursor by moving their fingers. Separate groups of participants learned two tasks: a prior task that was unique to each group and a criterion task that was common to all groups. We manipulated the mapping between finger motions and cursor positions in the prior task to define task spaces that either shared or did not share the task space dimensions (x-y axes) of the criterion task. We found that if the prior task shared task dimensions with the criterion task, there was an initial facilitation in criterion task performance. However, if the prior task did not share task dimensions with the criterion task, there was prolonged interference in learning the criterion task due to participants finding inefficient task solutions. These results show that the nervous system learns the task space through practice, and that the degree of shared task space dimensionality influences the extent to which prior experience transfers to subsequent learning of related motor skills.