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Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another
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Inconsistent attentional contexts impair relearning following gradual visuomotor adaptation.

Hee Yeon Im1,2,3, Joshua J Liddy3, Joo-Hyun Song3,4

  • 1Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada.

Journal of Neurophysiology
|July 27, 2022
PubMed
Summary

Attentional context, like single or dual tasking, impacts visuomotor adaptation recall. Changing the task setting between learning and relearning impairs performance, even without awareness of the perturbation.

Keywords:
attentiondual tasklearningreachingvisuomotor adaptation

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Motor Control

Background:

  • The brain must maintain goal-directed actions amidst distractions.
  • Visuomotor adaptation helps restore performance after sensorimotor changes.
  • Previous studies suggest attentional context aids recall after abrupt perturbations.

Purpose of the Study:

  • To investigate if attentional context affects adaptation and recall to gradual visuomotor perturbations.
  • To determine if the specific secondary task influences recall, or if the attentional context itself is the key factor.

Main Methods:

  • Participants adapted to a gradually increasing visuomotor rotation (0° to 45°) under single-task (undivided attention) or dual-task (divided attention) conditions.
  • Relearning performance was assessed after changing the attentional context between adaptation and recall phases.
  • Experiments manipulated the duration of attentional context exposure and the nature of the secondary task.

Main Results:

  • Relearning was significantly impaired when the attentional context differed between adaptation and recall.
  • This impairment occurred even with limited exposure to the attentional context during adaptation.
  • The specific secondary task did not influence recall, highlighting the role of the attentional context itself.

Conclusions:

  • Attentional context is crucial for visuomotor adaptation and recall, particularly for gradual perturbations.
  • Shifting attentional demands between learning and relearning hinders motor skill retention.
  • Findings emphasize the importance of cognitive factors in motor learning and have implications for rehabilitation strategies.