Department of Cognitive and Brain Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel.
The Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev, Beer-Sheva, Israel.
J Neurophysiol. 2021 Nov 1;126(5):1604-1613. doi: 10.1152/jn.00145.2021. Epub 2021 Sep 15.
Motor skill learning involves improvement in feedforward control, the ability to execute a motor plan more reliably, and feedback control, the ability to adjust the motor plan on the fly. The dependence between these control components and the association between training conditions and their improvement have not been directly examined. This study characterizes the contribution of feedforward and feedback control components to motor skill learning using the arc-pointing task (APT), a drawing task that requires high motor acuity. In , the performance of three groups of subjects was tested before and after training with online visual feedback (OF group), with knowledge of performance feedback that was presented after movement completion (KP group), and with both online and KP feedback (KP + OF group). Although the improvement of the OF group was not different from the improvement of the KP + OF group, comparison of the KP and KP + OF groups revealed an advantage to the KP group in the fast test speed, suggesting that training without online feedback leads to a greater improvement in feedforward control. In , subject's improvement was examined using test probes for estimating feedback and feedforward control. Both KP + OF and KP groups showed improvement in feedforward and feedback conditions with a trend toward a greater improvement of the KP group. Our results suggest that online visual feedback suppresses improvement in feedforward control during motor skill learning. Becoming a skillful player requires both executing reliable movements and being able to efficiently control them online. We study here how training with and without online visual feedback affects feedforward and feedback control improvement in a drawing task that requires high precision. We show that training with online feedback suppresses improvement in feedforward control and leads to inferior performance in fast movements.
运动技能学习涉及到前馈控制的提高，即更可靠地执行运动计划的能力，以及反馈控制，即实时调整运动计划的能力。这些控制组件之间的依赖性以及训练条件与其改进之间的关联尚未被直接检验。本研究使用弧点任务（APT）来描述前馈和反馈控制组件对运动技能学习的贡献，APT 是一项需要高运动精度的绘图任务。在[1]中，三组受试者在接受在线视觉反馈（OF 组）、在运动完成后提供的表现反馈（KP 组）和在线及 KP 反馈（KP + OF 组）的训练前后进行了测试。尽管 OF 组的提高与 KP + OF 组的提高没有差异，但 KP 组与 KP + OF 组的比较显示，KP 组在快速测试速度方面具有优势，这表明没有在线反馈的训练会导致前馈控制的更大提高。在[2]中，通过估计反馈和前馈控制的测试探针来检查受试者的提高。KP + OF 和 KP 组在反馈和前馈条件下都表现出提高，KP 组的提高趋势更大。我们的结果表明，在线视觉反馈抑制了运动技能学习中前馈控制的提高。成为一名熟练的运动员需要可靠地执行动作并能够在线有效地控制它们。我们在这里研究在需要高精度的绘图任务中，有无在线视觉反馈的训练如何影响前馈和反馈控制的提高。我们表明，在线反馈训练会抑制前馈控制的提高，并导致快速运动中的表现下降。
