Separation of multiple motor memories through implicit and explicit processes
Separation of multiple motor memories through implicit and explicit processes
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DOI：
10.1152/jn.00245.2021
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发表时间：
2022-02-01
影响因子：
2.5
通讯作者：
Mawase, Firas
中科院分区：
文献类型：
--
作者：
Dawidowicz, Gefen;Shaine, Yuval;Mawase, Firas
在日常生活中，不受干扰地获得多种运动技能是一种非凡的能力。在适应相反的扰动，一个共同的范式来研究这种能力，每个扰动可以成功地学习时，上下文的后续运动与扰动的方向。然而，这种学习在多大程度上参与了认知的外显过程和内隐过程，目前还不清楚。在这里，我们解开了显式和隐式组件的个人贡献，而参与者学习相反的视觉扰动，与第二个未受干扰的后续运动。在实验1中，我们复制了以前的适应结果，并表明，后续通过运动也允许学习相反的视觉旋转。对于实验2中的一组参与者，我们隔离了策略外显学习，而对于另一组参与者，我们隔离了内隐学习。我们的数据表明，相反的扰动可以完全通过外显策略学习，但当策略受到限制时，不同的内隐过程有助于学习。在实验3中，我们考察了学习是否受到后续情境之间的差异的影响。我们发现，后续目标的位置对总体学习影响不大，但它会导致更多参与者未能学习任务的情况。在实验4中，我们探索了未训练目标的泛化能力。参与者表现出近平坦的内隐和外显过程的泛化。总的来说，我们的研究结果表明，后续通过上下文线索可能会激活，在一定程度上，自上而下的认知因素，不仅影响外显学习的动态，但也内隐过程。获得多种运动技能是日常活动中的一种非凡能力。然而，内隐和外显学习过程在多种运动技能学习中的作用还不清楚。我们试图在学习相反的视觉旋转过程中分离这种能力，每个旋转都与上下文相关的后续运动有关。我们发现，后续通过上下文线索的影响活动的内隐和外显的过程，这表明，基于上下文的自上而下的认知因素不仅影响外显学习，但也内隐过程。
Acquisition of multiple motor skills without interference is a remarkable ability in daily life. During adaptation to opposing perturbations, a common paradigm to study this ability, each perturbation can be successfully learned when a contextual followthrough movement is associated with the direction of the perturbation. It is still unclear, however, to what extent this learning engages the cognitive explicit process and the implicit process. Here, we untangled the individual contributions of the explicit and implicit components while participants learned opposing visuomotor perturbations, with a second unperturbed followthrough movement. In experiment 1, we replicated previous adaptation results and showed that follow-through movements also allow learning for opposing visuomotor rotations. For one group of participants in experiment 2, we isolated strategic explicit learning, while for another group we isolated the implicit component. Our data showed that opposing perturbations could be fully learned by explicit strategies, but when strategy was restricted, distinct implicit processes contributed to learning. In experiment 3, we examined whether learning is influenced by the disparity between the follow-through contexts. We found that the location of follow-through targets had little effect on total learning, yet it led to more instances in which participants failed to learn the task. In experiment 4, we explored the generalization capability to untrained targets. Participants showed near-flat generalization of the implicit and explicit processes. Overall, our results indicate that follow-through contextual cues might activate, in part, top-down cognitive factors that influence not only the dynamics of the explicit learning but also the implicit process. NEW & NOTEWORTHY Acquisition of multiple motor skills is a remarkable ability in everyday activities. Yet, the contribution of implicit and explicit learning processes during learning of multiple motor skills is still unclear. We sought to dissociate this ability during learning opposing visuomotor rotations, each associated with a contextual follow-through movement. We show that follow-through contextual cues influence activity of both implicit and explicit processes, suggesting that context-based top-down cognitive factors influence not only the explicit learning but also the implicit process.