A locomotor learning paradigm using distorted visual feedback elicits strategic learning.

Area of Science:

• Motor control
• Neuroscience
• Human locomotion

Background:

• Distorted visual feedback (DVF) is thought to induce new walking patterns via implicit learning.
• Upper extremity studies suggest both implicit and explicit learning occur, influenced by verbal cues.

Purpose of the Study:

• To investigate how verbal instructions affect learning a new locomotor pattern using DVF.
• To determine the transfer of learned patterns to overground walking.
• To differentiate between implicit and explicit learning in DVF-induced locomotion.

Main Methods:

• Two experiments with neurologically intact individuals using treadmill and overground walking.
• Manipulated distorted visual feedback (DVF) and verbal instructions.
• Assessed learning, aftereffects, and transfer to overground walking.

Main Results:

• Instructions impacted learning amount but not aftereffect size or overground transfer.
• Aftereffects were smaller than learning changes, unlike typical implicit sensorimotor adaptation.
• Experiment 2 showed participants could consciously adopt and discard learned patterns when instructed.

Conclusions:

• Distorted visual feedback during locomotion primarily involves explicit learning with a minor implicit component.
• Locomotor learning under DVF relies more on conscious strategy than previously assumed.
• This paradigm offers a novel approach to studying explicit learning in locomotion.