Motor Learning and Consolidation: The Case of Visuomotor Rotation

By John W. Krakauer. Advances in Experimental Medicine and Biology, 2009

320 citations recorded by the source corpus.

Adaptation to visuomotor rotation is a particular form of motor learning distinct from force-field adaptation, sequence learning, and skill learning. Nevertheless, study of adaptation to visuomotor rotation has yielded a number of findings and principles that are likely of general importance to procedural learning and memory. First, rotation learning is implicit and appears to proceed through reduction in a visual prediction error generated by a forward model, such implicit adaptation occurs even when it is in conflict with an explicit task goal. Second, rotation learning is subject to different forms of interference: retrograde, anterograde through aftereffects, and contextual blocking of retrieval. Third, opposite rotations can be recalled within a short time interval without interference if implicit contextual cues (effector change) rather than explicit cues (color change) are used. Fourth, rotation learning consolidates both over time and with increased initial training (saturation learning).

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ad95fc9ec98ce973acf2f7a4a1382048f138ade8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Jordan A. Taylor
2. Richard B. Ivry
3. John W. Krakauer
4. Gregory Hickok
5. Simon L. Grondin

In Developmental and Educational Psychology

1. Jordan A. Taylor
2. Richard B. Ivry
3. John W. Krakauer

In Social Psychology

1. Jordan A. Taylor
2. Richard B. Ivry
3. John W. Krakauer
4. Gregory Hickok

Citations in the corpus

• Explicit and Implicit Contributions to Learning in a Sensorimotor Adaptation Task (2014, background): “…visuomotor rotation has served as a paradigmatic task for studying sensorimotor learning (Cunningham, 1989; Imamizu et al., 1995; Pine et al., 1996; Krakauer, 2009), with the learning in such tasks attributed solely to the updating of a forward model (Mazzoni and Krakauer, 2006; Tseng et al.,…”
• Neuroplasticity subserving motor skill learning (2011, unknown): “These perturbations are more commonly introduced while subjects execute simple motor tasks, for instance, point-to-point ballistic reaching movements (Krakauer, 2009; Shadmehr et al., 2010; Seidler, 2010; Lalazar and Vaadia, 2008).”