Barbado Murillo David, Caballero Sánchez Carla, Moreside Janice, Vera-García Francisco J, Moreno Francisco J
Research Sport Center, Miguel Hernandez University.
School of Health and Human Performance, Dalhousie University.
J Exp Psychol Hum Percept Perform. 2017 Mar;43(3):596-607. doi: 10.1037/xhp0000303. Epub 2017 Jan 16.
Recent studies show that motor variability is actively regulated as an exploration tool to promote learning in reward-based tasks. However, its role in learning processes during error-based tasks, when a reduction of the motor variability is required to achieve good performance, is still unclear. In this study, we hypothesized that error-based learning not only depends on exploration but also on the individuals' ability to measure and predict the motor error. Previous studies identified a less auto-correlated motor variability as a higher ability to perform motion adjustments. Two experiments investigated the relationship between motor learning and variability, analyzing the long-range autocorrelation of the center of pressure fluctuations through the α score of a in balance tasks. In Experiment 1, we assessed the relationship between variability and learning rate using a standing balance task. Based on the results of this experiment, and to maximize learning, we performed a second experiment with a more difficult sitting balance task and increased practice. The learning rate of the 2 groups with similar balance performances but different α scores was compared. Individuals with a lower α score showed a higher learning rate. Because the α scores reveal how the motor output changes over time, instead of the magnitude of those changes, the higher learning rate is mainly linked to the higher error sensitivity rather than the exploration strategies. The results of this study highlight the relevance of the structure of output motor variability as a predictor of learning rate in error-based tasks. (PsycINFO Database Record
最近的研究表明，运动变异性作为一种探索工具被积极调节，以促进基于奖励任务的学习。然而，在基于错误的任务学习过程中，当需要降低运动变异性以实现良好表现时，其作用仍不清楚。在本研究中，我们假设基于错误的学习不仅依赖于探索，还依赖于个体测量和预测运动错误的能力。先前的研究将较低的自相关运动变异性确定为更高的运动调整能力。两项实验研究了运动学习与变异性之间的关系，通过平衡任务中压力中心波动的α分数分析其长程自相关性。在实验1中，我们使用站立平衡任务评估变异性与学习率之间的关系。基于该实验结果，为了最大化学习效果，我们进行了第二项实验，采用更具难度的坐姿平衡任务并增加练习量。比较了两组平衡表现相似但α分数不同的被试的学习率。α分数较低的个体显示出更高的学习率。由于α分数揭示的是运动输出随时间的变化方式，而非这些变化的幅度，较高的学习率主要与更高的错误敏感性相关，而非探索策略。本研究结果突出了输出运动变异性结构作为基于错误任务中学习率预测指标的相关性。（PsycINFO数据库记录）
