The multiple effects of practice: skill, habit and reduced cognitive load

It's a matter of (executive) load: Separation as a load-dependent resetting procedure

Lee and Schwarz made considerable theoretical advances in the psychology of cleansing by proposing that cleaning actions might serve as separation procedures between two psychological entities. Here, we propose that the effectiveness of the separation process may be modulated by the available amount of executive resources, and that separation may operate as a load-dependent resetting procedure.

Use of explicit processes during a visually guided locomotor learning task predicts 24-h retention after stroke

Implicit and explicit processes can occur within a single locomotor learning task. The combination of these learning processes may impact how individuals acquire/retain the task. Because these learning processes rely on distinct neural pathways, neurological conditions may selectively impact the processes that occur, thus, impacting learning and retention. Thus, our purpose was to examine the contribution of implicit and explicit processes during a visually guided walking task and characterize the relationship between explicit processes and performance/retention in stroke survivors and age-matched healthy adults. Twenty chronic stroke survivors and twenty healthy adults participated in a 2-day treadmill study. Day 1 included baseline, acquisition1, catch, acquisition2, and immediate retention phases, and day 2 included 24-h retention. During acquisition phases, subjects learned to take a longer step with one leg through distorted visual feedback. During catch and retention phases, visual feedback was removed and subjects were instructed to walk normally (catch) or how they walked during the acquisition phases (retention). Change in step length from baseline to catch represented implicit processes. Change in step length from catch to the end of acquisition2 represented explicit processes. A mixed ANOVA found no difference in the type of learning between groups (P = 0.74). There was a significant relationship between explicit processes and 24-h retention in stroke survivors (r = 0.47, P = 0.04) but not in healthy adults (r = 0.34, P = 0.15). These results suggest that stroke may not affect the underlying learning mechanisms used during locomotor learning, but that these mechanisms impact how well stroke survivors retain the new walking pattern.NEW & NOTEWORTHY This study found that stroke survivors used implicit and explicit processes similar to age-matched healthy adults during a visually guided locomotion learning task. The amount of explicit processes was related to how well stroke survivors retained the new walking pattern but not to how well they performed during the task. This work illustrates the importance of understanding the underlying learning mechanisms to maximize retention of a newly learned motor behavior.

Remembrance of things practiced with fast and slow learning in cortical and subcortical pathways

The learning of motor skills unfolds over multiple timescales, with rapid initial gains in performance followed by a longer period in which the behavior becomes more refined, habitual, and automatized. While recent lesion and inactivation experiments have provided hints about how various brain areas might contribute to such learning, their precise roles and the neural mechanisms underlying them are not well understood. In this work, we propose neural- and circuit-level mechanisms by which motor cortex, thalamus, and striatum support motor learning. In this model, the combination of fast cortical learning and slow subcortical learning gives rise to a covert learning process through which control of behavior is gradually transferred from cortical to subcortical circuits, while protecting learned behaviors that are practiced repeatedly against overwriting by future learning. Together, these results point to a new computational role for thalamus in motor learning and, more broadly, provide a framework for understanding the neural basis of habit formation and the automatization of behavior through practice.

High-fidelity musculoskeletal modeling reveals that motor planning variability contributes to the speed-accuracy tradeoff

A long-standing challenge in motor neuroscience is to understand the relationship between movement speed and accuracy, known as the speed-accuracy tradeoff. Here, we introduce a biomechanically realistic computational model of three-dimensional upper extremity movements that reproduces well-known features of reaching movements. This model revealed that the speed-accuracy tradeoff, as described by Fitts’ law, emerges even without the presence of motor noise, which is commonly believed to underlie the speed-accuracy tradeoff. Next, we analyzed motor cortical neural activity from monkeys reaching to targets of different sizes. We found that the contribution of preparatory neural activity to movement duration (MD) variability is greater for smaller targets than larger targets, and that movements to smaller targets exhibit less variability in population-level preparatory activity, but greater MD variability. These results propose a new theory underlying the speed-accuracy tradeoff: Fitts’ law emerges from greater task demands constraining the optimization landscape in a fashion that reduces the number of ‘good’ control solutions (i.e., faster reaches). Thus, contrary to current beliefs, the speed-accuracy tradeoff could be a consequence of motor planning variability and not exclusively signal-dependent noise.

Frontal theta brain activity varies as a function of surgical experience and task error

OBJECTIVE

Investigations into surgical expertise have almost exclusively focused on overt behavioral characteristics with little consideration of the underlying neural processes. Recent advances in neuroimaging technologies, for example, wireless, wearable scalp-recorded electroencephalography (EEG), allow an insight into the neural processes governing performance. We used scalp-recorded EEG to examine whether surgical expertise and task performance could be differentiated according to an oscillatory brain activity signal known as frontal theta-a putative biomarker for cognitive control processes.

DESIGN SETTING AND PARTICIPANTS

Behavioral and EEG data were acquired from dental surgery trainees with 1 year (n=25) and 4 years of experience (n=20) while they performed low and high difficulty drilling tasks on a virtual reality surgical simulator. EEG power in the 4-7 Hz range in frontal electrodes (indexing frontal theta) was examined as a function of experience, task difficulty and error rate.

RESULTS

Frontal theta power was greater for novices relative to experts (p=0.001), but did not vary according to task difficulty (p=0.15) and there was no Experience × Difficulty interaction (p=0.87). Brain-behavior correlations revealed a significant negative relationship between frontal theta and error in the experienced group for the difficult task (r=-0.594, p=0.0058), but no such relationship emerged for novices.

CONCLUSION

We find frontal theta power differentiates between surgical experiences but correlates only with error rates for experienced surgeons while performing difficult tasks. These results provide a novel perspective on the relationship between expertise and surgical performance.

Symmetric interlimb transfer of newly acquired skilled movements

In this study, we aimed to examine features of interlimb generalization or "transfer" of newly acquired motor skills, with a broader goal of better understanding the mechanisms mediating skill learning. Right-handed participants (n = 36) learned a motor task that required them to make very rapid but accurate reaches to one of eight randomly presented targets, thus bettering the typical speed-accuracy tradeoff. Subjects were divided into an "RL" group that first trained with the right arm and was then tested on the left and an "LR" group that trained with the left arm and was subsequently tested on the right. We found significant interlimb transfer in both groups. Remarkably, we also observed that participants learned faster with their left arm compared with the right. We hypothesized that this could be due to a previously suggested left arm/right hemisphere advantage for movements under variable task conditions. To corroborate this, we recruited two additional groups of participants (n = 22) that practiced the same task under a single target condition. This removal of task level variability eliminated learning rate differences between the arms, yet interlimb transfer remained robust and symmetric, as in the first experiment. Additionally, the strategy used to reduce errors during learning, albeit heterogeneous across subjects particularly in our second experiment, was adopted by the untrained arm. These findings may be best explained as the outcome of the operation of cognitive strategies during the early stages of motor skill learning.NEW & NOTEWORTHY How newly acquired motor skills generalize across effectors is not well understood. Here, we show that newly learned skilled actions transfer symmetrically across the arms and that task-level variability influences learning rate but not transfer magnitude or direction. Interestingly, strategies developed during learning with one arm transfer to the untrained arm. This likely reflects the outcome of learning driven by cognitive mechanisms during the initial stages of motor skill acquisition.

The Psychology of Reaching: Action Selection, Movement Implementation, and Sensorimotor Learning

The study of motor planning and learning in humans has undergone a dramatic transformation in the 20 years since this journal's last review of this topic. The behavioral analysis of movement, the foundational approach for psychology, has been complemented by ideas from control theory, computer science, statistics, and, most notably, neuroscience. The result of this interdisciplinary approach has been a focus on the computational level of analysis, leading to the development of mechanistic models at the psychological level to explain how humans plan, execute, and consolidate skilled reaching movements. This review emphasizes new perspectives on action selection and motor planning, research that stands in contrast to the previously dominant representation-based perspective of motor programming, as well as an emerging literature highlighting the convergent operation of multiple processes in sensorimotor learning.

Motorized Shoes Induce Robust Sensorimotor Adaptation in Walking

The motor system has the flexibility to update motor plans according to systematic changes in the environment or the body. This capacity is studied in the laboratory through sensorimotor adaptation paradigms imposing sustained and predictable motor demands specific to the task at hand. However, these studies are tied to the laboratory setting. Thus, we asked if a portable device could be used to elicit locomotor adaptation outside the laboratory. To this end, we tested the extent to which a pair of motorized shoes could induce similar locomotor adaptation to split-belt walking, which is a well-established sensorimotor adaptation paradigm in locomotion. We specifically compared the adaptation effects (i.e. after-effects) between two groups of young, healthy participants walking with the legs moving at different speeds by either a split-belt treadmill or a pair of motorized shoes. The speeds at which the legs moved in the split-belt group was set by the belt speed under each foot, whereas in the motorized shoes group were set by the combined effect of the actuated shoes and the belts' moving at the same speed. We found that the adaptation of joint motions and measures of spatial and temporal asymmetry, which are commonly used to quantify sensorimotor adaptation in locomotion, were indistinguishable between groups. We only found small differences in the joint angle kinematics during baseline walking between the groups - potentially due to the weight and height of the motorized shoes. Our results indicate that robust sensorimotor adaptation in walking can be induced with a paired of motorized shoes, opening the exciting possibility to study sensorimotor adaptation during more realistic situations outside the laboratory.

Sensory information from a slipping object elicits a rapid and automatic shoulder response

Humans have the remarkable ability to hold, grasp, and manipulate objects. Previous work has reported rapid and coordinated reactions in hand and shoulder muscles in response to external perturbations to the arm during object manipulation; however, little is known about how somatosensory feedback of an object slipping in the hand influences responses of the arm. We built a handheld device to stimulate the sensation of slipping at all five fingertips. The device was integrated into an exoskeleton robot that supported it against gravity. The setup allowed us to decouple somatosensory stimulation in the fingers from forces applied to the arm, two variables that are highly interdependent in real-world scenarios. Fourteen participants performed three experiments in which we measured their arm feedback responses during slip stimulation. Slip stimulations were applied horizontally in one of two directions, and participants were instructed to either follow the slip direction or move the arm in the opposite direction. Participants showed shoulder muscle responses within ∼67 ms of slip onset when following the direction of slip but significantly slower responses when instructed to move in the opposite direction. Shoulder responses were modulated by the speed but not the distance of the slip. Finally, when slip stimulation was combined with mechanical perturbations to the arm, we found that sensory information from the fingertips significantly modulated the shoulder feedback responses. Overall, the results demonstrate the existence of a rapid feedback system that stabilizes handheld objects.NEW & NOTEWORTHY We tested whether the sensation of an object slipping from the fingers modulates shoulder feedback responses. We found rapid shoulder feedback responses when participants were instructed to follow the slip direction with the arm. Shoulder responses following mechanical joint perturbations were also potentiated when combined with slipping. These results demonstrate the existence of fast and automatic feedback responses in the arm in reaction to sensory input to the fingertips that maintain grip on handheld objects.

A Mobile Phone App for the Generation and Characterization of Motor Habits

Habits are a powerful route to efficiency; the ability to constantly shift between goal-directed and habitual strategies, as well as integrate them into behavioral output, is key to optimal performance in everyday life. When such ability is impaired, it may lead to loss of control and to compulsive behavior. Habits have successfully been induced and investigated in rats using methods such as overtraining stimulus-response associations and outcome devaluation, respectively. However, such methods have ineffectively measured habits in humans because (1) human habits usually involve more complex sequences of actions than in rats and (2) of pragmatic impediments posed by the extensive time (weeks or even months), it may take for routine habits to develop. We present here a novel behavioral paradigm-a mobile-phone app methodology-for inducing and measuring habits in humans during their everyday schedule and environment. It assumes that practice is key to achieve automaticity and proficiency and that the use of a hierarchical sequence of actions is the best strategy for capturing the cognitive mechanisms involved in habit formation (including "chunking") and consolidation. The task is a gamified self-instructed and self-paced app on a mobile phone that enables subjects to learn and practice two sequences of finger movements, composed of chords and single presses. It involves a step-wise learning procedure in which subjects begin responding to a visual and auditory cued sequence by generating responses on the screen using four fingers. Such cues progressively disappear throughout 1 month of training, enabling the subject ultimately to master the motor skill involved. We present preliminary data for the acquisition of motor sequence learning in 29 healthy individuals, each trained over a month period. We demonstrate an asymptotic improvement in performance, as well as its automatic nature. We also report how people integrate the task into their daily routine, the development of motor precision throughout training, and the effect of intermittent reinforcement and reward extinction in habit preservation. The findings help to validate this "real world" app for measuring human habits.

Eye Movements during Visuomotor Adaptation Represent Only Part of the Explicit Learning

Visuomotor rotations are learned through a combination of explicit strategy and implicit recalibration. However, measuring the relative contribution of each remains a challenge and the possibility of multiple explicit and implicit components complicates the issue. Recent interest has focused on the possibility that eye movements reflects explicit strategy. Here we compared eye movements during adaptation to two accepted measures of explicit learning: verbal report and the exclusion test. We found that while reporting, all subjects showed a match among all three measures. However, when subjects did not report their intention, the eye movements of some subjects suggested less explicit adaptation than what was measured in an exclusion test. Interestingly, subjects whose eye movements did match their exclusion could be clustered into the following two subgroups: fully implicit learners showing no evidence of explicit adaptation and explicit learners with little implicit adaptation. Subjects showing a mix of both explicit and implicit adaptation were also those where eye movements showed less explicit adaptation than did exclusion. Thus, our results support the idea of multiple components of explicit learning as only part of the explicit learning is reflected in the eye movements. Individual subjects may use explicit components that are reflected in the eyes or those that are not or some mixture of the two. Analysis of reaction times suggests that the explicit components reflected in the eye movements involve longer reaction times. This component, according to recent literature, may be related to mental rotation.

Preferences and perceptions of the recreational spearfishery of the Great Barrier Reef

Recreational fishing practices can have significant impacts on marine ecosystems but their catch dynamics are often difficult to quantify, particularly for spearfishing. On coral reefs, the impacts of recreational spearfishing are often considered to be negligible compared to other practices, but the highly selective method adopted by spearfishers can result in locally distinct ecological consequences. Here we investigated the spatial patterns and catch composition of recreational spearfishers on the Great Barrier Reef using an online survey (n = 141 participants) targeted at spearfishers active along the coastline of Queensland. Observations from within the Queensland spearfishing community were also used to explore perceived changes in catches of three functionally distinct spearing targets. Preferred reef regions (coastal, inshore, offshore) differed among spearfishers from Bundaberg (south) to Cooktown (north). The piscivorous coral trout, Plectropomus leopardus, was suggested to be the preferred target comprising 34% (±1.5 SE) of spearfishers' reported catch composition. Spearfishers also noted a variety of changes in their catch composition over time, particularly regarding parrotfishes (decreased landings) and tuskfishes (increased landings). How this relates to the relative abundance and population biology of these taxa on the Great Barrier Reef requires attention. Spearfishers can provide important information regarding the status of their fishery through direct observations, which can inform legislation when acknowledged.

Working Memory Development and Motor Vehicle Crashes in Young Drivers

IMPORTANCE

Adolescent drivers have the highest rate of motor vehicle crashes, and among equally novice drivers, crash risk is inversely age graded. Working memory (WM), crucial to driving hazard awareness, is also age graded, with ongoing development into late adolescence. Variability in WM capacity and growth trajectory positions WM as a candidate crash risk factor for study, clinical screening, and possible preventative intervention.

OBJECTIVE

To test the association between crashes and differential WM development.

DESIGN, SETTING, AND PARTICIPANTS

This prospective cohort study used data from a longitudinal cohort of 118 community youth in Philadelphia, Pennsylvania. Working memory and other risk factors were measured annually from age 11 to 13 years (prelicensure, in 2005) to 14 to 16 years (in 2009), and again at 18 to 20 years (in 2013). In 2015, a follow-up survey of driving experience identified 84 participants who had started driving. Latent growth curve modeling was used to examine the association between variability in the baseline (intercept) and developmental trajectory (slope) of WM and the crash outcome.

MAIN OUTCOMES AND MEASURES

Self-reported crashes were the primary outcome. Variability in the relative growth of WM development along with traits and behaviors associated with risky driving were assessed.

RESULTS

Of 84 participants (39 [46%] male; mean [SD] age, 20.46 [1.09] years), 25 (29.8%) reported they had been involved in at least 1 crash. Controlling for other crash risk factors, the model indicated that variation in the linear slope of WM growth was inversely associated with reporting a crash (b = -6.41; SE = 2.64; P = .02). Crashes were also associated with reckless driving behavior (b = 0.40; SE = 0.18; P = .03). Variation in the intercept of WM was not associated with crashes (b = -0.245; SE = 0.67; P = .72).

CONCLUSIONS AND RELEVANCE

The results suggest that a relatively slower WM growth trajectory is associated with young driver crashes. Routine assessment of WM across adolescence may help to identify at-risk teen drivers and opportunities for providing adaptive interventions (eg, driving aids or training) that can address limitations in WM-related skills that are critical for safe driving.

Practice induces a qualitative change in the memory representation for visuomotor learning

Adaptation of our movements to changes in the environment is known to be supported by multiple learning processes that operate in parallel. One is an implicit recalibration process driven by sensory-prediction errors; the other process counters the perturbation through more deliberate compensation. Prior experience is known to enable adaptation to occur more rapidly, a phenomenon known as “savings,” but exactly how experience alters each underlying learning process remains unclear. We measured the relative contributions of implicit recalibration and deliberate compensation to savings across 2 days of practice adapting to a visuomotor rotation. The rate of implicit recalibration showed no improvement with repeated practice. Instead, practice led to deliberate compensation being expressed even when preparation time was very limited. This qualitative change is consistent with the proposal that practice establishes a cached association linking target locations to appropriate motor output, facilitating a transition from deliberate to automatic action selection.

NEW & NOTEWORTHY Recent research has shown that savings for visuomotor adaptation is attributable to retrieval of intentional, strategic compensation. This does not seem consistent with the implicit nature of memory for motor skills and calls into question the validity of visuomotor adaptation of reaching movements as a model for motor skill learning. Our findings suggest a solution: that additional practice adapting to a visuomotor perturbation leads to the caching of the initially explicit strategy for countering it.

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).

Can patients with cerebellar disease switch learning mechanisms to reduce their adaptation deficits?

Systematic perturbations in motor adaptation tasks are primarily countered by learning from sensory-prediction errors, with secondary contributions from other learning processes. Despite the availability of these additional processes, particularly the use of explicit re-aiming to counteract observed target errors, patients with cerebellar degeneration are surprisingly unable to compensate for their sensory-prediction error deficits by spontaneously switching to another learning mechanism. We hypothesized that if the nature of the task was changed-by allowing vision of the hand, which eliminates sensory-prediction errors-patients could be induced to preferentially adopt aiming strategies to solve visuomotor rotations. To test this, we first developed a novel visuomotor rotation paradigm that provides participants with vision of their hand in addition to the cursor, effectively setting the sensory-prediction error signal to zero. We demonstrated in younger healthy control subjects that this promotes a switch to strategic re-aiming based on target errors. We then showed that with vision of the hand, patients with cerebellar degeneration could also switch to an aiming strategy in response to visuomotor rotations, performing similarly to age-matched participants (older controls). Moreover, patients could retrieve their learned aiming solution after vision of the hand was removed (although they could not improve beyond what they retrieved), and retain it for at least 1 year. Both patients and older controls, however, exhibited impaired overall adaptation performance compared to younger healthy controls (age 18-33 years), likely due to age-related reductions in spatial and working memory. Patients also failed to generalize, i.e. they were unable to adopt analogous aiming strategies in response to novel rotations. Hence, there appears to be an inescapable obligatory dependence on sensory-prediction error-based learning-even when this system is impaired in patients with cerebellar disease. The persistence of sensory-prediction error-based learning effectively suppresses a switch to target error-based learning, which perhaps explains the unexpectedly poor performance by patients with cerebellar degeneration in visuomotor adaptation tasks.

Cerebellum, Predictions and Errors

Making predictions and validating the predictions against actual sensory information is thought to be one of the most fundamental functions of the nervous system. A growing body of evidence shows that the neural mechanisms controlling behavior, both in motor and non-motor domains, rely on prediction errors, the discrepancy between predicted and actual information. The cerebellum has been viewed as a key component of the motor system providing predictions about upcoming movements and receiving feedback about motor errors. Consequentially, studies of cerebellar function have focused on the motor domain with less consideration for the wider context in which movements are generated. However, motor learning experiments show that cognition makes important contributions to motor adaptation that involves the cerebellum. One of the more successful theoretical frameworks for understanding motor control and cerebellar function is the forward internal model which states that the cerebellum predicts the sensory consequences of the motor commands and is involved in computing sensory prediction errors by comparing the predictions to the sensory feedback. The forward internal model was applied and tested mainly for effector movements, raising the question whether cerebellar encoding of behavior reflects task performance measures associated with cognitive involvement. Electrophysiological studies based on pseudo-random tracking in monkeys show that the discharge of Purkinje cell, the sole output neurons of the cerebellar cortex, encodes predictive and feedback signals not only of the effector kinematics but also of task performance. The implications are that the cerebellum implements both effector and task performance forward models and the latter are consistent with the cognitive contributions observed during motor learning. The implications of these findings include insights into recent psychophysical observations on moving with reduced feedback and motor learning. The findings also support the cerebellum's place in hierarchical generative models that work in concert to refine predictions about behavior and the world. Therefore, cerebellar representations bridge motor and non-motor domains and provide a better understanding of cerebellar function within the functional architecture of the brain.

Dissociable cognitive strategies for sensorimotor learning

Computations underlying cognitive strategies in human motor learning are poorly understood. Here we investigate such strategies in a common sensorimotor transformation task. We show that strategies assume two forms, likely reflecting distinct working memory representations: discrete caching of stimulus-response contingencies, and time-consuming parametric computations. Reaction times and errors suggest that both strategies are employed during learning, and trade off based on task complexity. Experiments using pressured preparation time further support dissociable strategies: In response caching, time pressure elicits multi-modal distributions of movements; during parametric computations, time pressure elicits a shifting distribution of movements between visual targets and distal goals, consistent with analog re-computing of a movement plan. A generalization experiment reveals that discrete and parametric strategies produce, respectively, more localized or more global transfer effects. These results describe how qualitatively distinct cognitive representations are leveraged for motor learning and produce downstream consequences for behavioral flexibility.