Explicit strategies in force field adaptation

Abstract

AbstractIn recent years, it has become increasingly clear that a number of learning processes are at play in visuomotor adaptation tasks. In addition to the presumed formation of an internal model of the perturbation, learners can also develop explicit knowledge allowing them to select better actions in responding to a given perturbation. Advances in visuomotor rotation experiments have underscored the important role that such “explicit learning” plays in shaping adaptation to kinematic perturbations. Yet, in adaptation to dynamic perturbations, its contribution has been largely overlooked, potentially because compensation of a viscous force field, for instance, is difficult to assess by commonly-used verbalization-based approaches. We therefore sought to assess the contribution of explicit learning in learners adapting to a dynamic perturbation by two novel modifications of a force field experiment. First, via an elimination approach, we asked learners to abandon any cognitive strategy before selected force channel trials to expose consciously accessible parts of overall learning. Learners indeed reduced compensatory force compared to standard Catch channels. Second, via a manual reporting approach, we instructed a group of learners to mimic their right hand’s adaptation by moving with their naïve left hand. While a control group displayed negligible left-hand force compensation, the Mimic group reported forces that approximated right-hand adaptation but appeared to under-report the velocity component of the force field in favor of a more position-based component. We take these results to clearly demonstrate the contribution of explicit learning to force adaptation, underscoring its relevance to motor learning in general.New & NoteworthyWhile the role of explicit learning has recently been appreciated in visuomotor adaptation tasks, their contribution to force field adaptation has not been as widely acknowledged. To address this issue, we employed two novel methods to assay explicit learning in force field adaptation tasks and found that learners can voluntarily control aspects of force production and manually report them with their untrained limb. This suggests that an explicit component contributes to force field adaptation and may provide alternative explanations to behavioral phenomena commonly thought to reveal a complex organization of internal models in the brain.