Colored context cues can facilitate the ability to learn and to switch between multiple dynamical force fields

Reward actively engages both implicit and explicit components in dual force field adaptation

Motor learning occurs through multiple mechanisms, including unsupervised, supervised (error based), and reinforcement (reward based) learning. Although studies have shown that reward leads to an overall better motor adaptation, the specific processes by which reward influences adaptation are still unclear. Here, we examine how the presence of reward affects dual adaptation to novel dynamics and distinguish its influence on implicit and explicit learning. Participants adapted to two opposing force fields in an adaptation/deadaptation/error-clamp paradigm, where five levels of reward (a score and a digital face) were provided as participants reduced their lateral error. Both reward and control (no reward provided) groups simultaneously adapted to both opposing force fields, exhibiting a similar final level of adaptation, which was primarily implicit. Triple-rate models fit to the adaptation process found higher learning rates in the fast and slow processes and a slightly increased fast retention rate for the reward group. Whereas differences in the slow learning rate were only driven by implicit learning, the large difference in the fast learning rate was mainly explicit. Overall, we confirm previous work showing that reward increases learning rates, extending this to dual-adaptation experiments and demonstrating that reward influences both implicit and explicit adaptation. Specifically, we show that reward acts primarily explicitly on the fast learning rate and implicitly on the slow learning rates.NEW & NOTEWORTHY Here we show that rewarding participants' performance during dual force field adaptation primarily affects the initial rate of learning and the early timescales of adaptation, with little effect on the final adaptation level. However, reward affects both explicit and implicit components of adaptation. Whereas the learning rate of the slow process is increased implicitly, the fast learning and retention rates are increased through both implicit components and the use of explicit strategies.

Separability of Human Motor Memories during reaching adaptation with force cues

Judging by the breadth of our motor repertoire during daily activities, it is clear that learning different tasks is a hallmark of the human motor system. However, for reaching adaptation to different force fields, the conditions under which this is possible in laboratory settings have remained a challenging question. Previous work has shown that independent movement representations or goals enabled dual adaptation. Considering the importance of force feedback during limb control, here we hypothesised that independent cues delivered by means of background loads could support simultaneous adaptation to various velocity-dependent force fields, for identical kinematic plan and movement goal. We demonstrate in a series of experiments that indeed healthy adults can adapt to opposite force fields, independently of the direction of the background force cue. However, when the cue and force field were in the same direction but differed by heir magnitude, the formation of different motor representations was still observed but the associated mechanism was subject to increased interference. Finally, we highlight that this paradigm allows dissociating trial-by-trial adaptation from online feedback adaptation, as these two mechanisms are associated with different time scales that can be identified reliably and reproduced in a computational model.

Contextual effects in sensorimotor adaptation adhere to associative learning rules

Traditional associative learning tasks focus on the formation of associations between salient events and arbitrary stimuli that predict those events. This is exemplified in cerebellar-dependent delay eyeblink conditioning, where arbitrary cues such as a tone or light act as conditioned stimuli (CSs) that predict aversive sensations at the cornea (unconditioned stimulus [US]). Here, we ask if a similar framework could be applied to another type of cerebellar-dependent sensorimotor learning - sensorimotor adaptation. Models of sensorimotor adaptation posit that the introduction of an environmental perturbation results in an error signal that is used to update an internal model of a sensorimotor map for motor planning. Here, we take a step toward an integrative account of these two forms of cerebellar-dependent learning, examining the relevance of core concepts from associative learning for sensorimotor adaptation. Using a visuomotor adaptation reaching task, we paired movement-related feedback (US) with neutral auditory or visual contextual cues that served as CSs. Trial-by-trial changes in feedforward movement kinematics exhibited three key signatures of associative learning: differential conditioning, sensitivity to the CS-US interval, and compound conditioning. Moreover, after compound conditioning, a robust negative correlation was observed between responses to the two elemental CSs of the compound (i.e. overshadowing), consistent with the additivity principle posited by theories of associative learning. The existence of associative learning effects in sensorimotor adaptation provides a proof-of-concept for linking cerebellar-dependent learning paradigms within a common theoretical framework.

Context-Specificity of Locomotor Learning Is Developed during Childhood

Humans can perform complex movements with speed and agility in the face of constantly changing task demands. To accomplish this, motor plans are adapted to account for errors in our movements because of changes in our body (e.g., growth or injury) or in the environment (e.g., walking on sand vs ice). It has been suggested that adaptation that occurs in response to changes in the state of our body will generalize across different movement contexts and environments, whereas adaptation that occurs with alterations in the external environment will be context-specific. Here, we asked whether the ability to form generalizable versus context-specific motor memories develops during childhood. We performed a cross-sectional study of context-specific locomotor adaptation in 35 children (3-18 years old) and 7 adults (19-31 years old). Subjects first adapted their gait and learned a new walking pattern on a split-belt treadmill, which has two belts that move each leg at a different speed. Then, subjects walked overground to assess the generalization of the adapted walking pattern across different environments. Our results show that the generalization of treadmill after-effects to overground walking decreases as subjects' age increases, indicating that age and experience are critical factors regulating the specificity of motor learning. Our results suggest that although basic locomotor patterns are established by two years of age, brain networks required for context-specific locomotor learning are still being developed throughout youth.

Younger and Late Middle-Aged Adults Exhibit Different Patterns of Cognitive-Motor Interference During Locomotor Adaptation, With No Disruption of Savings

It has been proposed that motor adaptation and subsequent savings (or faster relearning) of an adapted movement pattern are mediated by cognitive processes. Here, we evaluated the pattern of cognitive-motor interference that emerges when young and late middle-aged adults perform an executive working memory task during locomotor adaptation. We also asked if this interferes with savings of a newly learned walking pattern, as has been suggested by a study of reaching adaptation. We studied split-belt treadmill adaptation and savings in young (21 ± 2 y/o) and late middle-aged (56 ± 6 y/o) adults with or without a secondary 2-back task during adaptation. We found that young adults showed similar performance on the 2-back task during baseline and adaptation, suggesting no effect of the dual-task on cognitive performance; however, dual-tasking interfered with adaptation over the first few steps. Conversely, dual-tasking caused a decrement in cognitive performance in late middle-aged adults with no effect on adaptation. To determine if this effect was specific to adaptation, we also evaluated dual-task interference in late middle-aged adults that dual-tasked while walking in a complex environment that did not induce motor adaptation. This group exhibited less cognitive-motor interference than late middle-aged adults who dual-tasked during adaptation. Savings was unaffected by dual-tasking in both young and late middle-aged adults, which may indicate different underlying mechanisms for savings of reaching and walking. Collectively, our findings reveal an age-dependent effect of cognitive-motor interference during dual-task locomotor adaptation and no effect of dual-tasking on savings, regardless of age. Young adults maintain cognitive performance and show a mild decrement in locomotor adaptation, while late middle-aged adults adapt locomotion at the expense of cognitive performance.

Motor memories of object dynamics are categorically organized

The ability to predict the dynamics of objects, linking applied force to motion, underlies our capacity to perform many of the tasks we carry out on a daily basis. Thus, a fundamental question is how the dynamics of the myriad objects we interact with are organized in memory. Using a custom-built three-dimensional robotic interface that allowed us to simulate objects of varying appearance and weight, we examined how participants learned the weights of sets of objects that they repeatedly lifted. We find strong support for the novel hypothesis that motor memories of object dynamics are organized categorically, in terms of families, based on covariation in their visual and mechanical properties. A striking prediction of this hypothesis, supported by our findings and not predicted by standard associative map models, is that outlier objects with weights that deviate from the family-predicted weight will never be learned despite causing repeated lifting errors.

Direct and indirect cues can enable dual adaptation, but through different learning processes

Switching between motor tasks requires accurate adjustments for changes in dynamics (grasping a cup) or sensorimotor transformations (moving a computer mouse). Dual-adaptation studies have investigated how learning of context-dependent dynamics or transformations is enabled by sensory cues. However, certain cues, such as color, have shown mixed results. We propose that these mixed results may arise from two major classes of cues: "direct" cues, which are part of the dynamic state and "indirect" cues, which are not. We hypothesized that explicit strategies would primarily account for the adaptation of an indirect color cue but would be limited to simple tasks, whereas a direct visual separation cue would allow implicit adaptation regardless of task complexity. To test this idea, we investigated the relative contribution of implicit and explicit learning in relation to contextual cue type (colored or visually shifted workspace) and task complexity (1 or 8 targets) in a dual-adaptation task. We found that the visual workspace location cue enabled adaptation across conditions primarily through implicit adaptation. In contrast, we found that the color cue was largely ineffective for dual adaptation, except in a small subset of participants who appeared to use explicit strategies. Our study suggests that the previously inconclusive role of color cues in dual adaptation may be explained by differential contribution of explicit strategies across conditions.NEW & NOTEWORTHY We present evidence that learning of context-dependent dynamics proceeds via different processes depending on the type of sensory cue used to signal the context. Visual workspace location enabled learning different dynamics implicitly, presumably because it directly enters the dynamic state estimate. In contrast, a color cue was only successful where learners were apparently able to leverage explicit strategies to account for changed dynamics. This suggests a unification for the previously inconclusive role of color cues.

Rapid Changes in Movement Representations during Human Reaching Could Be Preserved in Memory for at Least 850 ms

Humans adapt to mechanical perturbations such as forcefields (FFs) during reaching within tens of trials. However, recent findings suggested that this adaptation may start within one single trial, i.e., online corrective movements can become tuned to the unanticipated perturbations within a trial. This was highlighted in previous works with a reaching experiment in which participants had to stop at a via-point (VP) located between the start and the goal. An FF was applied during the first and second parts of the movement and then occasionally unexpectedly switched off at the VP during catch trials. The results showed an after-effect during the second part of the movement when participants exited the VP. This behavioral result was interpreted as a standard after-effect, but it remained unclear how it was related to conventional trial-by-trial learning. The current study aimed to investigate how long do such changes in movement representations last in memory. For this, we have studied the same reaching task with VP in two situations: one with very short residing time in the VP and the second with an imposed minimum 500 ms dwell time in the VP. In both situations, during the unexpected absence of the FF after VP, after-effects were observed. This suggests that online corrections to the internal representation of reach dynamics can be preserved in memory for around 850 ms of resting time on average. Therefore, rapid changes occurring within movements can thus be preserved in memory long enough to influence trial-by-trial motor adaptation.

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.

Feedback Adaptation to Unpredictable Force Fields in 250 ms

Motor learning and adaptation are important functions of the nervous system. Classical studies have characterized how humans adapt to changes in the environment during tasks such as reaching, and have documented improvements in behavior across movements. However, little is known about how quickly the nervous system adapts to such disturbances. In particular, recent work has suggested that adaptation could be sufficiently fast to alter the control strategies of an ongoing movement. To further address the possibility that learning occurred within a single movement, we designed a series of human reaching experiments to extract from muscles recordings the latency of feedback adaptation. Our results confirmed that participants adapted their feedback responses to unanticipated force fields applied randomly. In addition, our analyses revealed that the feedback response was specifically and finely tuned to the ongoing perturbation not only across trials with the same force field, but also across different kinds of force fields. Finally, changes in muscle activity consistent with feedback adaptation occurred in ∼250 ms following reach onset. The adaptation that we observed across trials presented in a random context was similar to the one observed when the force fields could be anticipated, suggesting that these two adaptive processes may be closely linked to each other. In such case, our measurement of 250 ms may correspond to the latency of motor adaptation in the nervous system.

A Very Fast Time Scale of Human Motor Adaptation: Within Movement Adjustments of Internal Representations during Reaching

Humans and other animals adapt motor commands to predictable disturbances within tens of trials in laboratory conditions. A central question is how does the nervous system adapt to disturbances in natural conditions when exactly the same movements cannot be practiced several times. Because motor commands and sensory feedback together carry continuous information about limb dynamics, we hypothesized that the nervous system could adapt to unexpected disturbances online.

Humans and other animals adapt motor commands to predictable disturbances within tens of trials in laboratory conditions. A central question is how does the nervous system adapt to disturbances in natural conditions when exactly the same movements cannot be practiced several times. Because motor commands and sensory feedback together carry continuous information about limb dynamics, we hypothesized that the nervous system could adapt to unexpected disturbances online. We tested this hypothesis in two reaching experiments during which velocity-dependent force fields (FFs) were randomly applied. We found that within-movement feedback corrections gradually improved, despite the fact that the perturbations were unexpected. Moreover, when participants were instructed to stop at a via-point, the application of a FF prior to the via-point induced mirror-image after-effects after the via-point, consistent with within-trial adaptation to the unexpected dynamics. These findings suggest a fast time-scale of motor learning, which complements feedback control and supports adaptation of an ongoing movement.

Asymmetry in kinematic generalization between visual and passive lead-in movements are consistent with a forward model in the sensorimotor system

In our daily life we often make complex actions comprised of linked movements, such as reaching for a cup of coffee and bringing it to our mouth to drink. Recent work has highlighted the role of such linked movements in the formation of independent motor memories, affecting the learning rate and ability to learn opposing force fields. In these studies, distinct prior movements (lead-in movements) allow adaptation of opposing dynamics on the following movement. Purely visual or purely passive lead-in movements exhibit different angular generalization functions of this motor memory as the lead-in movements are modified, suggesting different neural representations. However, we currently have no understanding of how different movement kinematics (distance, speed or duration) affect this recall process and the formation of independent motor memories. Here we investigate such kinematic generalization for both passive and visual lead-in movements to probe their individual characteristics. After participants adapted to opposing force fields using training lead-in movements, the lead-in kinematics were modified on random trials to test generalization. For both visual and passive modalities, recalled compensation was sensitive to lead-in duration and peak speed, falling off away from the training condition. However, little reduction in force was found with increasing lead-in distance. Interestingly, asymmetric transfer between lead-in movement modalities was also observed, with partial transfer from passive to visual, but very little vice versa. Overall these tuning effects were stronger for passive compared to visual lead-ins demonstrating the difference in these sensory inputs in regulating motor memories. Our results suggest these effects are a consequence of state estimation, with differences across modalities reflecting their different levels of sensory uncertainty arising as a consequence of dissimilar feedback delays.

Effects of the amount of practice and time interval between practice sessions on the retention of internal models

The amount of practice and time interval between practice sessions are important factors that influence motor learning efficiency. Here, we aimed to reveal the relationship between the retention and consolidation of a new internal model, and the amount of practice and time interval between practice sessions. We employed a visuomotor rotation tracking task to test the hypotheses that (1) a new internal model consolidates owing to extensive practice after reaching a task performance plateau and (2) a longer time interval between practice sessions makes it difficult to activate a new internal model. The participants were assigned to one of the four groups that differed in terms of the amount of practice and the time interval between practice sessions. They performed a tracking task in which they experienced 120° clockwise visuomotor rotation and were required to track a moving target on a computer display using a mouse cursor. To evaluate the retention and consolidation of a new internal model, we calculated the aftereffects and savings as measures of motor learning. To the best our knowledge, this is the first study to manipulate both the amount of practice and the time interval between practice sessions simultaneously in one experiment using a visuomotor tracking task. Our results support the previously reported idea that extensive practice is necessary for the consolidation of a new internal model.

Mental imagery and colour cues can prevent interference between motor tasks

Motor interference can be observed when two motor tasks are learnt in subsequent order. The aim of the current study was to test two approaches potentially mitigating interference effects. The first approach used contextual colour cues requiring only little cognitive attention thus being assumed to be primarily implicit while the second, mental practice/rehearsal that demands much more active cognitive processing being considered explicit. Six groups performed a ballistic strength training immediately followed by the practice of an interfering visuomotor tracking task. Two groups received a contextual colour cue when presenting feedback about ballistic performance. During the practice of the interfering motor task, one of the two groups received the same colour cue during random trials while the other group received a different colour cue and a third control group no colour cue at all. The forth group mentally rehearsed the ballistic task during the practice of the interference task, while the respective control groups either mentally rehearsed a ramp and hold contraction instead of the ballistic task or didn't rehearse any task. The ballistic performance was tested before and after the ballistic training and in an immediate retention test after the learning of the interfering motor task. All groups significantly increased their ballistic performance after training. After practicing the interfering motor tracking, subjects receiving the same colour cue and subjects that mentally rehearsed the ballistic task did not show significant interference effect while all other groups did. These results indicate that implicit cuing with the same cue as well as explicit mental rehearsal of the initially learnt task can help to prevent motor interference without affecting performance improvements of the second motor task.

Consecutive learning of opposing unimanual motor tasks using the right arm followed by the left arm causes intermanual interference

Intermanual transfer (motor memory generalization across arms) and motor memory interference (impairment of retest performance in consecutive motor learning) are well-investigated motor learning phenomena. However, the interplay of these phenomena remains elusive, i.e., whether intermanual interference occurs when two unimanual tasks are consecutively learned using different arms. Here, we examine intermanual interference when subjects consecutively adapt their right and left arm movements to novel dynamics. We considered two force field tasks A and B which were of the same structure but mirrored orientation (B = -A). The first test group (ABA-group) consecutively learned task A using their right arm and task B using their left arm before being retested for task A with their right arm. Another test group (AAA-group) learned only task A in the same right-left-right arm schedule. Control subjects learned task A using their right arm without intermediate left arm learning. All groups were able to adapt their right arm movements to force field A and both test groups showed significant intermanual transfer of this initial learning to the contralateral left arm of 21.9% (ABA-group) and 27.6% (AAA-group). Consecutively, both test groups adapted their left arm movements to force field B (ABA-group) or force field A (AAA-group). For the ABA-group, left arm learning caused significant intermanual interference of the initially learned right arm task (68.3% performance decrease). The performance decrease of the AAA-group (10.2%) did not differ from controls (15.5%). These findings suggest that motor control and learning of right and left arm movements involve partly similar neural networks or underlie a vital interhemispheric connectivity. Moreover, our results suggest a preferred internal task representation in extrinsic Cartesian-based coordinates rather than in intrinsic joint-based coordinates because interference was absent when learning was performed in extrinsically equivalent fashion (AAA-group) but interference occurred when learning was performed in intrinsically equivalent fashion (ABA-group).

Pain Induced during Both the Acquisition and Retention Phases of Locomotor Adaptation Does Not Interfere with Improvements in Motor Performance

Cutaneous pain experienced during locomotor training was previously reported to interfere with retention assessed in pain-free conditions. To determine whether this interference reflects consolidation deficits or a difficulty to transfer motor skills acquired in the presence of pain to a pain-free context, this study evaluated the effect of pain induced during both the acquisition and retention phases of locomotor learning. Healthy participants performed a locomotor adaptation task (robotized orthosis perturbing ankle movements during swing) on two consecutive days. Capsaicin cream was applied around participants' ankle on both days for the Pain group, while the Control group was always pain-free. Changes in movement errors caused by the perturbation were measured to assess global motor performance; temporal distribution of errors and electromyographic activity were used to characterize motor strategies. Pain did not interfere with global performance during the acquisition or the retention phases but was associated with a shift in movement error center of gravity to later in the swing phase, suggesting a reduction in anticipatory strategy. Therefore, previously reported retention deficits could be explained by contextual changes between acquisition and retention tests. This difficulty in transferring skills from one context to another could be due to pain-related changes in motor strategy.

Adaptive tuning functions arise from visual observation of past movement

Visual observation of movement plays a key role in action. For example, tennis players have little time to react to the ball, but still need to prepare the appropriate stroke. Therefore, it might be useful to use visual information about the ball trajectory to recall a specific motor memory. Past visual observation of movement (as well as passive and active arm movement) affects the learning and recall of motor memories. Moreover, when passive or active, these past contextual movements exhibit generalization (or tuning) across movement directions. Here we extend this work, examining whether visual motion also exhibits similar generalization across movement directions and whether such generalization functions can explain patterns of interference. Both the adaptation movement and contextual movement exhibited generalization beyond the training direction, with the visual contextual motion exhibiting much broader tuning. A second experiment demonstrated that this pattern was consistent with the results of an interference experiment where opposing force fields were associated with two separate visual movements. Overall, our study shows that visual contextual motion exhibits much broader (and shallower) tuning functions than previously seen for either passive or active movements, demonstrating that the tuning characteristics of past motion are highly dependent on their sensory modality.

Encoding attentional states during visuomotor adaptation

We recently showed that visuomotor adaptation acquired under attentional distraction is better recalled under a similar level of distraction compared to no distraction. This paradoxical effect suggests that attentional state (e.g., divided or undivided) is encoded as an internal context during visuomotor learning and should be reinstated for successful recall (Song & Bédard, 2015). To investigate if there is a critical temporal window for encoding attentional state in visuomotor memory, we manipulated whether participants performed the secondary attention-demanding task concurrently in the early or late phase of visuomotor learning. Recall performance was enhanced when the attentional states between recall and the early phase of visuomotor learning were consistent. However, it reverted to untrained levels when tested under the attentional state of the late-phase learning. This suggests that attentional state is primarily encoded during the early phase of learning before motor errors decrease and reach an asymptote. Furthermore, we demonstrate that when divided and undivided attentional states were mixed during visuomotor adaptation, only divided attention was encoded as an internal cue for memory retrieval. Therefore, a single attentional state appears to be primarily integrated with visuomotor memory while motor error reduction is in progress during learning.

The influence of proprioceptive state on learning control of reach dynamics

The motor system shows a remarkable capacity to generalize learned behavior to new contexts while simultaneously permitting learning of multiple and sometimes conflicting skills. To examine the influence of proprioceptive state on this capacity, we compared the effectiveness of changes in workspace location and limb orientation (horizontal vs. parasagittal plane posture) in facilitating learning of opposing dynamic force-field perturbations. When opposing fields were encountered in similar workspace positions and limb orientations, subjects failed to learn the two tasks. In contrast, differences in initial limb proprioceptive state were sufficient for significant learning to take place. The extent of learning was similar when the two fields were encountered in different arm orientations in a similar workspace location as compared to when learning took place in spatially separated workspace locations, consistent with the generalization of learning mainly in intrinsic joint coordinates. In keeping with these observations, examination of how trial-to-trial adaptation generalized showed that generalization tended to be greater across similar limb postures. However, when the two fields were encountered in distinct spatial locations, the extent of generalization of adaptation to one field depended on the limb orientation in which the other field was encountered. These results suggest that three-dimensional proprioceptive limb state plays an important role in modulating generalization patterns so as to permit the best compromise between broad generalization and the simultaneous learning of conflicting skills.

Neural Tuning Functions Underlie Both Generalization and Interference

In sports, the role of backswing is considered critical for generating a good shot, even though it plays no direct role in hitting the ball. We recently demonstrated the scientific basis of this phenomenon by showing that immediate past movement affects the learning and recall of motor memories. This effect occurred regardless of whether the past contextual movement was performed actively, passively, or shown visually. In force field studies, it has been shown that motor memories generalize locally and that the level of compensation decays as a function of movement angle away from the trained movement. Here we examine if the contextual effect of past movement exhibits similar patterns of generalization and whether it can explain behavior seen in interference studies. Using a single force-field learning task, the directional tuning curves of both the prior contextual movement and the subsequent force field adaptive movements were measured. The adaptation movement direction showed strong directional tuning, decaying to zero by 90° relative to the training direction. The contextual movement direction exhibited a similar directional tuning, although the effect was always above 60%. We then investigated the directional tuning of the passive contextual movement using interference tasks, where the contextual movements that uniquely specified the force field direction were separated by ±15° or ±45°. Both groups showed a pronounced tuning effect, which could be well explained by the directional tuning functions for single force fields. Our results show that contextual effect of past movement influences predictive force compensation, even when adaptation does not require contextual information. However, when such past movement contextual information is crucial to the task, such as in an interference study, it plays a strong role in motor memory learning and recall. This work demonstrates that similar tuning responses underlie both generalization of movement direction during dynamic learning and contextual movements in both single force field and interference tasks.

Coordinate Representations for Interference Reduction in Motor Learning

When opposing force fields are presented alternately or randomly across trials for identical reaching movements, subjects learn neither force field, a behavior termed ‘interference’. Studies have shown that a small difference in the endpoint posture of the limb reduces this interference. However, any difference in the limb’s endpoint location typically changes the hand position, joint angles and the hand orientation making it ambiguous as to which of these changes underlies the ability to learn dynamics that normally interfere. Here we examine the extent to which each of these three possible coordinate systems—Cartesian hand position, shoulder and elbow joint angles, or hand orientation—underlies the reduction in interference. Subjects performed goal-directed reaching movements in five different limb configurations designed so that different pairs of these configurations involved a change in only one coordinate system. By specifically assigning clockwise and counter-clockwise force fields to the configurations we could create three different conditions in which the direction of the force field could only be uniquely distinguished in one of the three coordinate systems. We examined the ability to learn the two fields based on each of the coordinate systems. The largest reduction of interference was observed when the field direction was linked to the hand orientation with smaller reductions in the other two conditions. This result demonstrates that the strongest reduction in interference occurred with changes in the hand orientation, suggesting that hand orientation may have a privileged role in reducing motor interference for changes in the endpoint posture of the limb.

The value of the follow-through derives from motor learning depending on future actions

In ball sports, we are taught to follow through, despite the inability of events after contact or release to influence the outcome [1, 2]. Here we show that the specific motor memory active at any given moment critically depends on the movement that will be made in the near future. We demonstrate that associating a different follow-through movement with two motor skills that normally interfere [3–7] allows them to be learned simultaneously, suggesting that distinct future actions activate separate motor memories. This implies that when learning a skill, a variable follow-through would activate multiple motor memories across practice, whereas a consistent follow-through would activate a single motor memory, resulting in faster learning. We confirm this prediction and show that such follow-through effects influence adaptation over time periods associated with real-world skill learning. Overall, our results indicate that movements made in the immediate future influence the current active motor memory. This suggests that there is a critical time period both before [8] and after the current movement that determines motor memory activation and controls learning.

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Future movements determine which motor memory is currently active and modifiable

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Skills that otherwise interfere can be learned if each has a unique follow-through

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A single skill is learned faster if its follow-through is consistent

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Selection of motor memories depends on both lead-in and follow-through movements

Functional modulation of corticospinal excitability with adaptation of wrist movements to novel dynamical environments

Adaptation of reaching movements to a novel dynamic environment is associated with changes in neuronal activity in the primary motor cortex (M1), suggesting that M1 neurons are part of the internal model. Here, we investigated whether such changes in neuronal activity, resulting from motor adaptation, were also accompanied by changes in human corticospinal excitability, which reflects M1 activity at a macroscopic level. Participants moved a cursor on a display using the right wrist joint from the starting position toward one of eight equally spaced peripheral targets. Motor-evoked potentials (MEPs) were elicited from the wrist muscles by transcranial magnetic stimulation delivered over the left M1 before and after adaptation to a clockwise velocity-dependent force field. We found that the MEP elicited even during the preparatory period exhibited a directional tuning property, and that the preferred direction shifted clockwise after adaptation to the force field. In a subsequent experiment, participants simultaneously adapted an identical wrist movement to two opposing force fields, each of which was associated with unimanual or bimanual contexts, and the MEP during the preparatory period was flexibly modulated, depending on the context. In contrast, such modulation of the MEP was not observed when participants tried to adapt to two opposing force fields that were each associated with a target color. These results suggest that the internal model formed in the M1 is retrieved flexibly even during the preparatory period, and that the MEP could be a very useful probe for evaluating the formation and retrieval of motor memory.

Reach target selection in humans using ambiguous decision cues containing variable amounts of conflicting sensory evidence supporting each target choice

Human subjects chose between two color-coded reach targets using multicolored checkerboard-like decision cues (DCs) that presented variable amounts of conflicting sensory evidence supporting both target choices. Different DCs contained different numbers of small squares of the two target colors. The most ambiguous DCs contained nearly equal numbers of squares of both target colors. The subjects reached as soon as they selected a target after the appearance of the DC (“choose-and-go” task). The choice behavior of the subjects showed many similarities to prior studies using other stimulus properties (e.g., visual motion coherence, brightness), including progressively longer response times and higher target-choice error rates for more ambiguous DCs. However, certain trends in their choice behavior could not be fully captured by simple drift-diffusion models. Allowing the subjects to view the DCs for a period of time before presenting the targets (“match-to-sample” task) resulted in much shorter response times overall, but also revealed a reluctance of subjects to commit to a decision about the predominant color of the more ambiguous DCs during the initial extended observation period. Model processing and simulation analyses suggest that the subjects might adjust the dynamics of their decision-making process on a trial-to-trial basis in response to the variable level of ambiguous and conflicting evidence in different DCs between trials.

How much to trust the senses: likelihood learning

Our brain often needs to estimate unknown variables from imperfect information. Our knowledge about the statistical distributions of quantities in our environment (called priors) and currently available information from sensory inputs (called likelihood) are the basis of all Bayesian models of perception and action. While we know that priors are learned, most studies of prior-likelihood integration simply assume that subjects know about the likelihood. However, as the quality of sensory inputs change over time, we also need to learn about new likelihoods. Here, we show that human subjects readily learn the distribution of visual cues (likelihood function) in a way that can be predicted by models of statistically optimal learning. Using a likelihood that depended on color context, we found that a learned likelihood generalized to new priors. Thus, we conclude that subjects learn about likelihood.

Motor cortex single-neuron and population contributions to compensation for multiple dynamic force fields

To elucidate how primary motor cortex (M1) neurons contribute to the performance of a broad range of different and even incompatible motor skills, we trained two monkeys to perform single-degree-of-freedom elbow flexion/extension movements that could be perturbed by a variety of externally generated force fields. Fields were presented in a pseudorandom sequence of trial blocks. Different computer monitor background colors signaled the nature of the force field throughout each block. There were five different force fields: null field without perturbing torque, assistive and resistive viscous fields proportional to velocity, a resistive elastic force field proportional to position and a resistive viscoelastic field that was the linear combination of the resistive viscous and elastic force fields. After the monkeys were extensively trained in the five field conditions, neural recordings were subsequently made in M1 contralateral to the trained arm. Many caudal M1 neurons altered their activity systematically across most or all of the force fields in a manner that was appropriate to contribute to the compensation for each of the fields. The net activity of the entire sample population likewise provided a predictive signal about the differences in the time course of the external forces encountered during the movements across all force conditions. The neurons showed a broad range of sensitivities to the different fields, and there was little evidence of a modular structure by which subsets of M1 neurons were preferentially activated during movements in specific fields or combinations of fields.

Visual cues that are effective for contextual saccade adaptation

The accuracy of saccades, as maintained by saccade adaptation, has been shown to be context dependent: able to have different amplitude movements to the same retinal displacement dependent on motor contexts such as orbital starting location. There is conflicting evidence as to whether purely visual cues also effect contextual saccade adaptation and, if so, what function this might serve. We tested what visual cues might evoke contextual adaptation. Over 5 experiments, 78 naive subjects made saccades to circularly moving targets, which stepped outward or inward during the saccade depending on target movement direction, speed, or color and shape. To test if the movement or context postsaccade were critical, we stopped the postsaccade target motion (experiment 4) or neutralized the contexts by equating postsaccade target speed to an intermediate value (experiment 5). We found contextual adaptation in all conditions except those defined by color and shape. We conclude that some, but not all, visual cues before the saccade are sufficient for contextual adaptation. We conjecture that this visual contextuality functions to allow for different motor states for different coordinated movement patterns, such as coordinated saccade and pursuit motor planning.

The effect of contextual cues on the encoding of motor memories

Several studies have shown that sensory contextual cues can reduce the interference observed during learning of opposing force fields. However, because each study examined a small set of cues, often in a unique paradigm, the relative efficacy of different sensory contextual cues is unclear. In the present study we quantify how seven contextual cues, some investigated previously and some novel, affect the formation and recall of motor memories. Subjects made movements in a velocity-dependent curl field, with direction varying randomly from trial to trial but always associated with a unique contextual cue. Linking field direction to the cursor or background color, or to peripheral visual motion cues, did not reduce interference. In contrast, the orientation of a visual object attached to the hand cursor significantly reduced interference, albeit by a small amount. When the fields were associated with movement in different locations in the workspace, a substantial reduction in interference was observed. We tested whether this reduction in interference was due to the different locations of the visual feedback (targets and cursor) or the movements (proprioceptive). When the fields were associated only with changes in visual display location (movements always made centrally) or only with changes in the movement location (visual feedback always displayed centrally), a substantial reduction in interference was observed. These results show that although some visual cues can lead to the formation and recall of distinct representations in motor memory, changes in spatial visual and proprioceptive states of the movement are far more effective than changes in simple visual contextual cues.

Gone in 0.6 seconds: the encoding of motor memories depends on recent sensorimotor states

Real-world tasks often require movements that depend on a previous action or on changes in the state of the world. Here we investigate whether motor memories encode the current action in a manner that depends on previous sensorimotor states. Human subjects performed trials in which they made movements in a randomly selected clockwise or counterclockwise velocity-dependent curl force field. Movements during this adaptation phase were preceded by a contextual phase that determined which of the two fields would be experienced on any given trial. As expected from previous research, when static visual cues were presented in the contextual phase, strong interference (resulting in an inability to learn either field) was observed. In contrast, when the contextual phase involved subjects making a movement that was continuous with the adaptation-phase movement, a substantial reduction in interference was seen. As the time between the contextual and adaptation movement increased, so did the interference, reaching a level similar to that seen for static visual cues for delays >600 ms. This contextual effect generalized to purely visual motion, active movement without vision, passive movement, and isometric force generation. Our results show that sensorimotor states that differ in their recent temporal history can engage distinct representations in motor memory, but this effect decays progressively over time and is abolished by ∼600 ms. This suggests that motor memories are encoded not simply as a mapping from current state to motor command but are encoded in terms of the recent history of sensorimotor states.

Distinct motor plans form and retrieve distinct motor memories for physically identical movements

We can adapt movements to a novel dynamic environment (e.g., tool use, microgravity, and perturbation) by acquiring an internal model of the dynamics. Although multiple environments can be learned simultaneously if each environment is experienced with different limb movement kinematics, it is controversial as to whether multiple internal models for a particular movement can be learned and flexibly retrieved according to behavioral contexts. Here, we address this issue by using a novel visuomotor task. While participants reached to each of two targets located at a clockwise or counter-clockwise position, a gradually increasing visual rotation was applied in the clockwise or counter-clockwise direction, respectively, to the on-screen cursor representing the unseen hand position. This procedure implicitly led participants to perform physically identical pointing movements irrespective of their intentions (i.e., movement plans) to move their hand toward two distinct visual targets. Surprisingly, if each identical movement was executed according to a distinct movement plan, participants could readily adapt these movements to two opposing force fields simultaneously. The results demonstrate that multiple motor memories can be learned and flexibly retrieved, even for physically identical movements, according to distinct motor plans in a visual space.