Enhancing Generalization of Visuomotor Adaptation by Inducing Use-dependent Learning

A novel video game for remote studies of motor adaptation in children

Here we designed a motor adaptation video game that could be played remotely (at home) through a web browser. This required the child to adapt to a visuomotor rotation between their hand movement and a ball displayed in the game. The task had several novel features, specifically designed to allow the study of the developmental trajectory of adaptation across a wide range of ages. We test the concurrent validity by comparing children's performance on our remote task to the same task performed in the laboratory. All participants remained engaged and completed the task. We quantified feedforward and feedback control during this task. Feedforward control, a key measure of adaptation, was similar at home and in the laboratory. All children could successfully use feedback control to guide the ball to a target. Traditionally, motor learning studies are performed in a laboratory to obtain high quality kinematic data. However, here we demonstrate concurrent validity of kinematic behavior when conducted at home. Our online platform provides the flexibility and ease of collecting data that will enable future studies with large sample sizes, longitudinal experiments, and the study of children with rare diseases.

Memory decay and generalization following distinct motor learning mechanisms

Motor skill learning is considered to arise out of contributions from multiple learning mechanisms, including error-based learning (EBL), use-dependent learning (UDL), and reinforcement learning (RL). These learning mechanisms exhibit dissociable roles and engage different neural circuits during skill acquisition. However, it remains largely unknown how a newly formed motor memory acquired through each learning mechanism decays over time and whether distinct learning mechanisms produce different generalization patterns. Here, we used variants of reaching paradigms that dissociated these learning mechanisms to examine the time course of memory decay following each learning and the generalization patterns of each learning. We found that motor memories acquired through these learning mechanisms decayed as a function of time. Notably, 15 min, 6 h, and 24 h after acquisition, the memory of EBL decayed much greater than that of RL. The memory acquired through UDL faded away within a few minutes. Motor memories formed through EBL and RL for given movement directions generalized to untrained movement directions, with the generalization of EBL being greater than that of RL. In contrast, motor memory of UDL could not generalize to untrained movement directions. These results suggest that distinct learning mechanisms exhibit different patterns of memory decay and generalization.NEW & NOTEWORTHY Motor skill learning is likely to involve error-based learning, use-dependent plasticity, and operant reinforcement. Here, we showed that these dissociable learning mechanisms exhibited distinct patterns of memory decay and generalization. With a better understanding of the characteristics of these learning mechanisms, it becomes possible to regulate each learning process separately to improve neurological rehabilitation.

Facilitative effects of use-dependent learning on interlimb transfer of visuomotor adaptation in a person with congenital mirror movements

It has been shown that use-dependent learning can facilitate interlimb transfer of motor learning in neurologically intact individuals. However, it is unknown whether it can also facilitate interlimb transfer in individuals with neurological impairment. In this case study, we examined the effect of use-dependent learning on interlimb transfer of visuomotor adaptation in a person with congenital mirror movements, DB, who showed no interlimb transfer in our previous studies (Bao, Morgan, Lei, & Wang, 2020; Javidialsaadi, & Wang, 2021). DB first performed reaching movements with the right arm repeatedly while adapting to a visuomotor rotation condition with the left arm (training session), and then adapted to the same rotation condition with the right arm (transfer session). DB's right arm performance in the transfer session was significantly better than that observed in our previous studies, indicating interlimb transfer of visuomotor adaptation. The percentage of transfer was over 90%, which is similar to that observed in healthy young adults previously. These findings suggest that interlimb transfer of visuomotor adaptation can occur by involving model-based learning, which is effector independent, and/or use-dependent (or model-free) learning, which is effector specific; and also that the relative contribution of use-dependent learning to interlimb transfer of visuomotor adaptation can be as large as that of model-based learning.

The decay and consolidation of effector-independent motor memories

Learning a motor adaptation task produces intrinsically unstable or transient motor memories. Despite the presence of effector-independent motor memories following the learning of novel environmental dynamics, it remains largely unknown how those memory traces decay in different contexts and whether an "offline" consolidation period protects memories against decay. Here, we exploit inter-effector transfer to address these questions. We found that newly acquired motor memories formed with one effector could be partially retrieved by the untrained effector to enhance its performance when the decay occurred with the passage of time or "washout" trials on which error feedback was provided. The decay of motor memories was slower following "error-free" trials, on which errors were artificially clamped to zero or removed, compared with "washout" trials. However, effector-independent memory components were abolished following movements made in the absence of task errors, resulting in no transfer gains. The brain can stabilize motor memories during daytime wakefulness. We found that 6 h of wakeful resting increased the resistance of effector-independent memories to decay. Collectively, our results suggest that the decay of effector-independent motor memories is context-dependent, and offline processing preserves those memories against decay, leading to improvements of the subsequent inter-effector transfer.

The nature of savings associated with a visuomotor adaptation task that involves one arm or both arms

The nature of savings in visuomotor adaptation is typically studied using a paradigm in which one arm experiences multiple conditions such as adaptation, washout and readaptation. It has seldom been studied, however, using a paradigm that involves both arms. Here, we examined the effect of (1) using different arms and (2) the availability of visual feedback during a washout session following visuomotor adaptation on savings. We first had healthy young adults adapt to a visuomotor rotation condition during reaching movements with the left arm. Following that, they experienced a washout session with either the left or right arm, with or without visual feedback, and then the readaptation session with the left arm again. We hypothesized that if savings occurred due to the explicit recall of cognitive strategies, the pattern of savings would be similar regardless of which arm was used during the washout session. Results showed that in terms of the percentage of savings, there was a significant difference between the conditions in which the left or right arm was used during the washout, but not between the conditions in which visual feedback was provided or absent. In terms of the rate of relearning, a significant difference was observed between the conditions in which the left or right arm was used during the washout, and also between the conditions in which visual feedback was provided or absent. These findings suggest that the explicit recall of strategies is not the only source for savings and further suggest that effector-specific, use-dependent learning can also contribute to savings.

Consolidation of use-dependent motor memories induced by passive movement training

Motor adaptation, a type of motor learning, is often thought to involve two distinct processes: error-based and use-dependent learning. Passive movement training, which is associated with use-dependent learning, can facilitate motor adaptation, although it is unknown how long its facilitative effect can last. The objective of this study was to examine the lasting effect of passive training on visuomotor adaptation for the duration of up to 24 h. Neurotypical, right-handed subjects experienced four experimental sessions: baseline, training, time delay and testing. In the training session, all subjects received passive training of their dominant arm that was moved by an exoskeletal robot in a "desired" target direction repeatedly. Following that, the subjects experienced a time delay of 5 min, 1 h or 24 h. In the testing session, the subjects performed reaching movements under a novel visuomotor condition, in which the visual display was rotated 30 degrees counterclockwise about the start circle. Control subjects experienced the baseline and testing sessions with a time delay of 5 min between the two sessions. Results indicate that the 1-h and 24-h groups, but not the 5-min group, adapted to the rotation significantly better than the controls. This finding has an implication for neurorehabilitation suggesting, for example, that passive proprioceptive training may indeed be a viable option for improving arm motor function in stroke survivors with severe hemiparesis, for whom efficient intervention techniques are very limited.

Differential Effect of Visual and Proprioceptive Stimulation on Corticospinal Output for Reciprocal Muscles

This study investigated the corticospinal excitability of reciprocal muscles during tasks involving sensory difference between proprioceptive and visual inputs. Participants were instructed to relax their muscles and to observe a screen during vibratory stimulation. A video screen was placed on the board covering the right hand and forearm. Participants were randomly tested in four conditions: resting, control, static, and dynamic. The resting condition involved showing a black screen, the control condition, a mosaic patterned static videoclip; the static condition, a static videoclip of wrist flexion 0°; and the dynamic condition, a videoclip that corresponded to each participant's closely-matched illusory wrist flexion angle and speed by vibration. Vibratory stimulation (frequency 80 Hz and duration 4 s) was applied to the distal tendon of the dominant right extensor carpi radialis (ECR) using a tendon vibrator in the control, static, and dynamic conditions. Four seconds after the vibratory stimulation (end of vibration), the primary motor cortex at the midpoint between the centers of gravity of the flexor carpi radialis (FCR) and ECR muscles was stimulated by transcranial magnetic stimulation (TMS). The ECR motor evoked potential (MEP) amplitudes significantly increased in the control condition compared to the resting condition, whereas the FCR MEP amplitudes did not change between the resting and control conditions. In addition, the ECR MEP amplitudes significantly increased in the static condition compared to the dynamic condition. However, the FCR MEP amplitudes significantly increased in the dynamic condition compared to the static condition. These results imply that the difference between visuo-proprioceptive information had an effect on corticospinal excitability for the muscle. In conclusion, we found that proprioceptive and visual information differentially altered the corticospinal excitability of reciprocal muscles.

Lack of generalization between explicit and implicit visuomotor learning

Visuomotor adaptation has been thought to occur implicitly, although recent findings suggest that it involves both explicit and implicit processes. Here, we investigated generalization between an explicit condition, in which subjects reached toward imaginary targets under a veridical visuomotor condition, and an implicit condition, in which subjects reached toward visual targets under a 30-degree counterclockwise rotation condition. In experiment 1, two groups of healthy young adults first experienced either the explicit or the implicit condition, then the other condition. The third group experienced the explicit, then the implicit condition with an instruction that the same cognitive strategy could be used in both conditions. Results showed that initial explicit learning did not facilitate subsequent implicit learning, or vice versa, in the first two groups. Subjects in the third group performed better at the beginning of the implicit condition, but still had to adapt to the rotation gradually. In experiment 2, three additional subject groups were tested. One group experienced the explicit, then an implicit condition in which the rotation direction was opposite (30-degree clockwise rotation). Generalization between the conditions was still minimal in that group. Two other groups experienced either the explicit or implicit condition, then performed reaching movements without visual feedback. Those who experienced the explicit condition did not demonstrate aftereffects, while those who experienced the implicit condition did. Collectively, these findings suggest that visuomotor adaptation primarily involves implicit processes, and that explicit processes can add up in a complementary fashion as individuals become increasingly aware of the perturbation.

Corticospinal excitability is modulated by temporal feedback gaps

The integration of sensorimotor information is important for accurate goal-directed movement and affects corticospinal excitability (CE). This study investigated CE during the motor preparation period in a goal-directed movement task with temporal feedback gaps. Each trial began with a pair of first-informative and second-response beeps presented successively as cues. Trials with temporal feedback gaps showed that virtual hand movements lagged 400 ms behind actual performed movements. The participants were instructed to prepare for movement in accordance with the first beep, start the movement upon hearing the second beep, and perform movements that were both fast and accurate to the virtual target. We delivered a single-pulse of transcranial magnetic stimulation to the first dorsal interosseous muscle 250 ms before the presentation of the response beep. Motor-evoked potential amplitudes with temporal feedback gaps were significantly higher than those without temporal feedback gaps. Moreover, motor-evoked potential amplitudes with temporal feedback gaps gradually decreased over the course of the trials, whereas those without temporal feedback gaps did not change. In summary, CE during the motor preparation period was increased by temporal feedback gaps, and this excitation decreased in accordance with adaptation to temporal feedback gaps.

Adaptive coupling influences generalization of sensorimotor learning

Sensorimotor learning typically shows generalization from one context to another. Models of sensorimotor learning characterize this with a fixed generalization function that couples learning between contexts. Here we examine whether such coupling is indeed fixed or changes with experience. We examine the interaction between motor memories for novel dynamics during reciprocating, back and forth reaching movements. Subjects first experienced a force field for one movement direction and we used channel trials to assess generalization on the reciprocal movements. This showed minimal coupling such that errors experienced for one movement direction did not lead to adaptation for the other. However, after subjects had experienced a force field for both movement directions concurrently, a coupling developed between the corresponding motor memories. That is, on re-exposure for one direction there was a significant adaptation for movements in the other direction. The coupling was specific to the errors experienced, with minimal coupling when the errors had the opposite sign to those experienced during adaptation. We developed a state-space model in which the states for the two movement directions are represented by separate, yet potentially coupled learning processes. The coupling in the model controlled the extent to which each learning process was updated by the errors experienced on the other movement direction. We show that the coupling relies on a memory trace of the consecutive errors experienced for both movement directions. Our results suggest that the generalization of motor learning is an adaptive process, reflecting the relation between errors experienced across different movements.

Direct-effects and after-effects of dynamic adaptation on intralimb and interlimb transfer

After-effects following sensorimotor adaptation are generally considered as evidence for the formation of an internal model, although evidence lacks on whether the absence of after-effects necessarily indicates that the adaptation did not result in the formation of an internal model. Here, we examined direct- and after-effects of dynamic adaptation with one arm at one workspace on subsequent performance with the other arm, as well as the same arm at another workspace. During training, subjects performed reaching movements under a novel dynamic condition with the right arm; during testing, they performed reaching movements with the left or right arm at a new workspace, under either the same dynamic condition (direct-effects) or a normal condition (after-effects). Results showed significant transfer within the same arm in terms of both direct- and after-effects, but significant transfer across the arms only in terms of direct-effects. These findings suggest that the formation of an internal model does not always result in after-effects. They also support the idea that the neural representation developed after sensorimotor adaptation comprise some aspects that are effector independent and other aspects that are effector dependent; and that direct- and after-effects following sensorimotor adaptation mainly reflect the effector-independent and the effector-dependent aspects, respectively.