scholarly journals Reexposure to a sensorimotor perturbation produces opposite effects on explicit and implicit learning processes

PLoS Biology ◽  
2021 ◽  
Vol 19 (3) ◽  
pp. e3001147
Author(s):  
Guy Avraham ◽  
J. Ryan Morehead ◽  
Hyosub E. Kim ◽  
Richard B. Ivry
Keyword(s):  
Environmental Changes ◽  
Learning Processes ◽  
Central Component ◽  
Task Structure ◽  
Explicit Learning ◽  
Adaptive Responses ◽  
Visuomotor Rotation ◽  
Rate Of Learning ◽  
Explicit Recall ◽  
Future Learning

The motor system demonstrates an exquisite ability to adapt to changes in the environment and to quickly reset when these changes prove transient. If similar environmental changes are encountered in the future, learning may be faster, a phenomenon known as savings. In studies of sensorimotor learning, a central component of savings is attributed to the explicit recall of the task structure and appropriate compensatory strategies. Whether implicit adaptation also contributes to savings remains subject to debate. We tackled this question by measuring, in parallel, explicit and implicit adaptive responses in a visuomotor rotation task, employing a protocol that typically elicits savings. While the initial rate of learning was faster in the second exposure to the perturbation, an analysis decomposing the 2 processes showed the benefit to be solely associated with explicit re-aiming. Surprisingly, we found a significant decrease after relearning in aftereffect magnitudes during no-feedback trials, a direct measure of implicit adaptation. In a second experiment, we isolated implicit adaptation using clamped visual feedback, a method known to eliminate the contribution of explicit learning processes. Consistent with the results of the first experiment, participants exhibited a marked reduction in the adaptation function, as well as an attenuated aftereffect when relearning from the clamped feedback. Motivated by these results, we reanalyzed data from prior studies and observed a consistent, yet unappreciated pattern of attenuation of implicit adaptation during relearning. These results indicate that explicit and implicit sensorimotor processes exhibit opposite effects upon relearning: Explicit learning shows savings, while implicit adaptation becomes attenuated

scholarly journals Re-exposure to a sensorimotor perturbation produces opposite effects on explicit and implicit learning processes

2020 ◽  
Author(s):  
Guy Avraham ◽  
J Ryan Morehead ◽  
Hyosub E Kim ◽  
Richard B Ivry
Keyword(s):  
Environmental Changes ◽  
Learning Processes ◽  
Central Component ◽  
Task Structure ◽  
Explicit Learning ◽  
Adaptive Responses ◽  
Visuomotor Rotation ◽  
Rate Of Learning ◽  
Explicit Recall ◽  
Future Learning

AbstractThe motor system demonstrates an exquisite ability to adapt to changes in the environment, and to quickly reset when these changes prove transient. If similar environmental changes are encountered in the future, learning may be faster, a phenomenon known as savings. In studies of sensorimotor learning, a central component of savings is attributed to the explicit recall of the task structure and appropriate compensatory strategies. Whether implicit adaptation also contributes to savings remains subject to debate (Leow et al., 2020; Yin and Wei, 2020). We tackled this question by measuring, in parallel, explicit and implicit adaptive responses in a visuomotor rotation task, employing a protocol that typically elicits savings. The initial rate of learning, a measure encompassing both processes, was faster in the second exposure to the perturbation. Surprisingly, the overall level of implicit adaptation was lower during relearning. Moreover, we found a significant decrease after relearning in aftereffect magnitudes during no-feedback trials, a direct measure of implicit adaptation. In a second experiment, we isolated implicit adaptation using clamped visual feedback, a method known to eliminate the contribution of explicit learning processes. Consistent with the results of the first experiment, participants exhibited a marked reduction in the adaptation function, as well as an attenuated aftereffect when re-learning from the clamped feedback. These results provide evidence that explicit and implicit sensorimotor processes exhibit opposite effects upon relearning: Explicit learning shows savings, while implicit adaptation becomes attenuated.

scholarly journals Sensory regulated Wnt production from neurons helps make organ development robust to environmental changes in C. elegans

Development ◽  
2020 ◽  
Vol 147 (14) ◽  
pp. dev186080
Author(s):  
Katarzyna Modzelewska ◽  
Louise Brown ◽  
Joseph Culotti ◽  
Nadeem Moghal
Keyword(s):  
Synaptic Transmission ◽  
Motor Neurons ◽  
Environmental Changes ◽  
Sensory Perception ◽  
Adaptive Responses ◽  
Vulval Development ◽  
Term Survival ◽  
C Elegans ◽  
Signal Production ◽  
Neuronal Functions

ABSTRACTLong-term survival of an animal species depends on development being robust to environmental variations and climate changes. We used C. elegans to study how mechanisms that sense environmental changes trigger adaptive responses that ensure animals develop properly. In water, the nervous system induces an adaptive response that reinforces vulval development through an unknown backup signal for vulval induction. This response involves the heterotrimeric G-protein EGL-30//Gαq acting in motor neurons. It also requires body-wall muscle, which is excited by EGL-30-stimulated synaptic transmission, suggesting a behavioral function of neurons induces backup signal production from muscle. We now report that increased acetylcholine during liquid growth activates an EGL-30-Rho pathway, distinct from the synaptic transmission pathway, that increases Wnt production from motor neurons. We also provide evidence that this neuronal Wnt contributes to EGL-30-stimulated vulval development, with muscle producing a parallel developmental signal. As diverse sensory modalities stimulate motor neurons via acetylcholine, this mechanism enables broad sensory perception to enhance Wnt-dependent development. Thus, sensory perception improves animal fitness by activating distinct neuronal functions that trigger adaptive changes in both behavior and developmental processes.

scholarly journals Effect of coordinate frame compatibility on the transfer of implicit and explicit learning across limbs

2016 ◽  
Vol 116 (3) ◽  
pp. 1239-1249 ◽  
Author(s):  
Eugene Poh ◽  
Timothy J. Carroll ◽  
Jordan A. Taylor
Keyword(s):  
Implicit Learning ◽  
Neural Representation ◽  
Coordinate Frame ◽  
Explicit Learning ◽  
Verbal Reports ◽  
Visuomotor Rotation ◽  
Left And Right ◽  
Task Conditions ◽  
Opposite Limb ◽  
Implicit And Explicit

Insights into the neural representation of motor learning can be obtained by investigating how learning transfers to novel task conditions. We recently demonstrated that visuomotor rotation learning transferred strongly between left and right limbs when the task was performed in a sagittal workspace, which afforded a consistent remapping for the two limbs in both extrinsic and joint-based coordinates. In contrast, transfer was absent when performed in horizontal workspace, where the extrinsically defined perturbation required conflicting joint-based remapping for the left and right limbs. Because visuomotor learning is thought to be supported by both implicit and explicit forms of learning, however, it is unclear to what extent these distinct forms of learning contribute to interlimb transfer. In this study, we assessed the degree to which interlimb transfer, following visuomotor rotation training, reflects explicit vs. implicit learning by obtaining verbal reports of participants' aiming direction before each movement. We also determined the extent to which these distinct components of learning are constrained by the compatibility of coordinate systems by comparing transfer between groups of participants who reached to targets arranged in the horizontal and sagittal planes. Both sagittal and horizontal conditions displayed complete transfer of explicit learning to the untrained limb. In contrast, transfer of implicit learning was incomplete, but the sagittal condition showed greater transfer than the horizontal condition. These findings suggest that explicit strategies developed with one limb can be fully implemented in the opposite limb, whereas implicit transfer depends on the degree to which new sensorimotor maps are spatially compatible for the two limbs.

scholarly journals Metabolic Functions of Peroxisome Proliferator-Activated Receptorβ/δin Skeletal Muscle

PPAR Research ◽  
2007 ◽  
Vol 2007 ◽  
pp. 1-6 ◽  
Author(s):  
Céline Gaudel ◽  
Paul A. Grimaldi
Keyword(s):  
Skeletal Muscle ◽  
Fatty Acid ◽  
Environmental Changes ◽  
Dietary Lipids ◽  
Peroxisome Proliferator ◽  
Adaptive Responses ◽  
Insulin Sensitizer ◽  
Metabolic Functions ◽  
Pharmacological Targets ◽  
Peroxisome Proliferator Activated Receptors

Peroxisome proliferator-activated receptors (PPARs) are transcription factors that act as lipid sensors and adapt the metabolic rates of various tissues to the concentration of dietary lipids. PPARs are pharmacological targets for the treatment of metabolic disorders. PPARαand PPARγare activated by hypolipidemic and insulin-sensitizer compounds, such as fibrates and thiazolidinediones. The roles of PPARβ/δin metabolic regulations remained unclear until recently. Treatment of obese monkeys and rodents by specific PPARβ/δagonists promoted normalization of metabolic parameters and reduction of adiposity. Recent evidences strongly suggested that some of these beneficial actions are related to activation of fatty acid catabolism in skeletal muscle and also that PPARβ/δis involved in the adaptive responses of skeletal muscle to environmental changes, such as long-term fasting or physical exercise, by controlling the number of oxidative myofibers. These observations indicated that PPARβ/δagonists might have therapeutic usefulness in metabolic syndrome by increasing fatty acid consumption in skeletal muscle and reducing obesity.

scholarly journals Spatio-Temporal Dynamics of Landuse/Land Cover Around NTPC Using High Resolution Satellite Imagery

2020 ◽  
pp. 101-109
Keyword(s):  
Rapid Growth ◽  
Agricultural Land ◽  
Environmental Changes ◽  
Temporal Dynamics ◽  
Geographical Area ◽  
Considerable Change ◽  
Central Component ◽  
Land Resource ◽  
Spatio Temporal ◽  
Level I

Land is becoming scarce resource due to population growth and industrialization. Rapid growth of human activities can also be attributed as one of the reasons. Thus, it becomes an important task to regulate land resource for sustainable development and environmental protection. LULC change studies have become a central component in current strategies for managing and planning land resources and monitoring environmental changes. In this paper an attempt has been made to bring out spatio-temporal dynamics of LULC patterns of NTPCRamagundam and its surrounding environment by using multi-temporal satellite data of Landsat-4, IRS P6 LISS-III and IRS 2 LISS-IV and GIS techniques for the years 1984, 2005, 2011, 2015, 2018. The methodology includes base map preparation having features like Road (SH), Rail, Canal, River, Stream, Tanks, Forest boundary and other administrative boundaries from SOI topo sheet and the features digitized are updated on satellite images. Interpretation of study area for LULC feature extraction on satellite imageries of respective years is carried with Nrsc’s standard LULC classification system. Change detection statistics can be generated out of 5 LULC thematic layers obtained and analysed specially with respect to NTPC environs. Results from this study shows the percentage of geographical area occupied by built-up land, agricultural land, forests, wasteland and waterbodies of level-I LULC features were 10.27%, 60.68%, 6.61%, 11.81%, 10.63% respectively in 1984 and were changed into 21.41%, 48.51%, 5.97%, 12.77%, 11.34% respectively in 2018. This analysis shows a rapid growth in built-up land and fall in agricultural land between 1984 and 2018. There is a considerable change in the remaining features from 1984 and 2018.

scholarly journals The perils of learning to move while speaking: One-sided interference between speech and visuomotor adaptation

2019 ◽  
Author(s):  
Daniel Robert Lametti ◽  
Marcus Quek ◽  
Calum Prescott ◽  
John-Stuart Brittain ◽  
Kate E Watkins
Keyword(s):  
Learning Process ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Hand Movements ◽  
Sensorimotor Adaptation ◽  
Explicit Learning ◽  
Automatic Learning ◽  
Implicit Processes ◽  
Adaptive Processes ◽  
Speech Feedback

Our understanding of the adaptive processes that shape sensorimotor behaviour is largely derived from studying isolated movements. Studies of visuomotor adaptation, in which participants adapt cursor movements to rotations of the cursor’s screen position, have led to prominent theories of motor control. In response to changes in visual feedback of movements, explicit (cognitive) and implicit (automatic) learning processes adapt movements to counter errors. However, movements rarely occur in isolation. The extent to which explicit and implicit processes drive sensorimotor adaptation when multiple movements occur simultaneously, as in the real world, remains unclear. Here, we address this problem in the context of speech and hand movements. Participants spoke in-time with rapid, hand-driven cursor movements. Using real-time auditory alterations of speech feedback, and visual rotations of the cursor’s screen position, we induced sensorimotor adaptation in one or both movements simultaneously. Across three experiments (n = 184), we demonstrate that visuomotor adaptation is markedly impaired by simultaneous speech adaptation, and the impairment is specific to the explicit learning process. In contrast, visuomotor adaptation had no impact on speech adaptation. The results demonstrate that the explicit learning process in visuomotor adaptation is sensitive to movements in other motor domains. They suggest that speech adaptation may lack an explicit learning process.

scholarly journals Sensitivity to Error During Visuomotor Adaptation is Similarly Modulated by Abrupt, Gradual and Random Perturbation Schedules

2021 ◽  
Author(s):  
Susan Coltman ◽  
Robert J. van Beers ◽  
Pieter W Medendorp ◽  
Paul Gribble
Keyword(s):  
Random Perturbation ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Control Group ◽  
Initial Training ◽  
Prior Learning ◽  
Visuomotor Rotation ◽  
Learning Groups ◽  
Error Sensitivity ◽  
Slow Learning

It has been suggested that sensorimotor adaptation involves at least two processes (i.e., fast and slow) that differ in retention and error sensitivity. Previous work has shown that repeated exposure to an abrupt force field perturbation results in greater error sensitivity for both the fast and slow processes. While this implies that the faster relearning is associated with increased error sensitivity, it remains unclear what aspects of prior experience modulate error sensitivity. In the present study, we manipulated the initial training using different perturbation schedules, thought to differentially affect fast and slow learning processes based on error magnitude, and then observed what effect prior learning had on subsequent adaptation. During initial training of a visuomotor rotation task, we exposed three groups of participants to either an abrupt, a gradual, or a random perturbation schedule. During a testing session, all three groups were subsequently exposed to an abrupt perturbation schedule. Comparing the two sessions of the control group who experienced repetition of the same perturbation, we found an increased error sensitivity for both processes. We found that the error sensitivity was increased for both the fast and slow processes, with no reliable changes in the retention, for both the gradual and structural learning groups when compared to the first session of the control group. We discuss the findings in the context of how fast and slow learning processes respond to a history of errors.

scholarly journals From analysis to training: Recycling interaction data into learning processes

2013 ◽  
Vol 5 ◽  
Author(s):  
Catherine Caws ◽  
Marie-Josée Hamel
Keyword(s):  
Learning Task ◽  
Learning Processes ◽  
Interaction Data ◽  
Web Based ◽  
Essential Step ◽  
Learner Interactions ◽  
Systems Effectiveness ◽  
Future Learning

Analysis of learner interactions with CALL systems has become an imperative aspect of CALL research, with recommendations to focus the research not solely on the design of the system but also, and most importantly, on the learner(s) and the learning task(s). Indeed, while collecting users’ data is an essential step to improve the engineering of a system under development, analysing interactions data may also be very pertinent to improving learning processes. Adopting this stand, this article discusses methods used to (1) capture behaviours of learners interacting with web-based tools during specific interventions, (2) measure systems’ effectiveness, and (3) recycle these data into future learning processes.

Toward Relation-Centered Evaluation

2020 ◽  
pp. 50-66
Author(s):  
Kenneth J. Gergen ◽  
Scherto R. Gill
Keyword(s):  
Learning Community ◽  
Learning Processes ◽  
Learning And Development ◽  
Generative Process ◽  
The Third ◽  
Relational Practices ◽  
Whole School ◽  
Meaningful Relationships ◽  
Future Learning ◽  
Relational Process

A relational orientation to evaluation is developed with three primary features: the first is a focus on the process of co-inquiry, where stakeholders inquire together into the student’s learning and development; the second is an emphasis on adding value to experiences of learning; and the third is the enhancement of meaningful relationships key to learning. Relational practices of evaluation should strive to foster learning, engender a sustained engagement in learning, and enrich the relational process itself. Such practices can be embedded within the ongoing learning processes, especially through dialogue and collaboration among co-learners. Equally, evaluative reflection may take place at specified intervals, such as once a term. Here students acquire a vocabulary of evaluation and appreciation that can be incorporated into the future learning journeys. Co-inquiry involves a generative process in which mutual valuing is prominent. Such evaluative reflection should ultimately be extended to the whole school as a learning community and beyond.

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