Department of Physical Therapy and Human Movement Sciences, Northwestern University, Chicago, Illinois, United States.
Research Service, Edward Hines Jr. VA Hospital, Hines, Illinois, United States.
J Neurophysiol. 2024 Sep 1;132(3):781-790. doi: 10.1152/jn.00175.2023. Epub 2024 Jul 31.
During visuomotor learning, improvements in motor performance accompany changes in how people use vision. However, the dependencies between altered visual reliance and improvements in motor skill is unclear. The present studies used an online sequence learning task to quantify how changing the availability of visual information affected motor skill learning () and how changing motor skill affected visual reliance (). Participants used their keyboard to respond to targets falling vertically down a game screen. In ( = 49), the availability of visual information was altered by manipulating where the targets were visible on the screen. Three experimental groups practiced the task during full or limited vision conditions (when the targets were only visible in specific areas). We hypothesized that limiting visual information would reduce motor learning (i.e., the rate of improvement during training trial blocks). Instead, although participants performed worse during limited vision trials ( < 0.001), there was no difference in learning rate ( = 0.87). In ( = 119), all participants practiced the task with full vision and their visual reliance (i.e., their performance change between full and limited vision conditions) was quantified before and after training. We hypothesized that with motor learning, visual reliance on future targets would increase, whereas visual reliance on the current targets would decrease. The results of partially support our hypotheses with visual reliance decreasing for all visual areas ( < 0.001). Together, the results suggest changing motor skill alters how people use vision, but changing visual availability does not affect motor learning. Previous research has established how people use visual information changes with motor learning. However, the dependencies of these two processes on each other are unclear. We find that limiting the availability of visual information degrades motor performance but not motor learning. We also find that motor learning reduces the impact of limiting the availability of visual information on motor performance. Together, these results suggest that how people use visual information depends on their motor skill.
在视动学习过程中，运动表现的改善伴随着人们如何使用视觉的变化。然而，改变视觉依赖和运动技能提高之间的依赖关系尚不清楚。本研究使用在线序列学习任务来量化改变视觉信息的可用性如何影响运动技能学习（）以及改变运动技能如何影响视觉依赖（）。参与者使用键盘响应垂直落在游戏屏幕上的目标。在研究 1（ = 49）中，通过操纵目标在屏幕上可见的位置来改变视觉信息的可用性。三个实验组在全视野或有限视野条件下（当目标仅在特定区域可见时）练习任务。我们假设限制视觉信息会减少运动学习（即训练试验块期间的改进率）。相反，尽管参与者在有限视野试验中表现较差（ < 0.001），但学习率没有差异（ = 0.87）。在研究 2（ = 119）中，所有参与者都在全视野下练习任务，并在训练前后量化他们的视觉依赖（即全视野和有限视野条件下的表现变化）。我们假设随着运动学习，对未来目标的视觉依赖会增加，而对当前目标的视觉依赖会减少。研究 2 的结果部分支持我们的假设，所有视觉区域的视觉依赖都减少（ < 0.001）。总的来说，这些结果表明改变运动技能会改变人们如何使用视觉，但改变视觉可用性不会影响运动学习。先前的研究已经确定了人们如何使用视觉信息随着运动学习而变化。然而，这两个过程之间的依赖关系尚不清楚。我们发现限制视觉信息的可用性会降低运动表现，但不会降低运动学习。我们还发现，运动学习减少了限制视觉信息可用性对运动表现的影响。总的来说，这些结果表明，人们如何使用视觉信息取决于他们的运动技能。
