Contributions of Spatial Working Memory to Visuomotor Learning

Anguera, Joaquin A.; Reuter‐Lorenz, Patricia A.; Willingham, Daniel T.; Seidler, Rachael D.

doi:10.1162/jocn.2009.21351

Cited by 285 publications

(371 citation statements)

References 156 publications

(141 reference statements)

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“…Similarly, low-level neural circuits in the primary motor cortex and the cerebellum have been assumed to constrain the generalization of motor learning across directions (Thoroughman and Shadmehr, 2000;Donchin et al, 2003;Paz et al, 2003;Shadmehr, 2004). Based on our findings, we suggest that motor generalization should also engage an extensive range of brain regions, including the striatum and the prefrontal and parietal cortices, which are closely related to reinforcement learning and cognitive learning (Tanaka et al, 2009;Anguera et al, 2010;Wächter et al, 2010).…”

Section: Discussionsupporting

confidence: 52%

“…Reinforcement learning, a form of model-free learning, is an operant association between the adapted movement and the successful error reduction (Diedrichsen et al, 2010;Huang et al, 2011;Verstynen and Sabes, 2011;Shmuelof et al, 2012). From a different perspective, motor adaptation is also divided into an explicit component, which is closely related to cognitive strategies, and an implicit component (Anguera et al, 2010;Fernandez-Ruiz et al, 2011;Taylor et al, 2014;McDougle et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

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Eliminating Direction Specificity in Visuomotor Learning

Yin

et al. 2016

J. Neurosci.

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The generalization of learning offers a unique window for investigating the nature of motor learning. Error-based motor learning reportedly cannot generalize to distant directions because the aftereffects are direction specific. This direction specificity is often regarded as evidence that motor adaptation is model-based learning, and is constrained by neuronal tuning characteristics in the primary motor cortices and the cerebellum. However, recent evidence indicates that motor adaptation also involves model-free learning and explicit strategy learning. Using rotation paradigms, here we demonstrate that savings (faster relearning), which is closely related to model-free learning and explicit strategy learning, is also direction specific. However, this new direction specificity can be abolished when the participants receive exposure to the generalization directions via an irrelevant visuomotor gain-learning task. Control evidence indicates that this exposure effect is weakened when direction error signals are absent during gain learning. Therefore, the direction specificity in visuomotor learning is not solely related to model-based learning; it may also result from the impeded expression of model-free learning and explicit strategy learning with untrained directions. Our findings provide new insights into the mechanisms underlying motor learning, and may have important implications for practical applications such as motor rehabilitation.

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Section: Discussionsupporting

confidence: 52%

Section: Discussionmentioning

confidence: 99%

Eliminating Direction Specificity in Visuomotor Learning

Yin

et al. 2016

J. Neurosci.

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“…During the process of learning motor skills, tracing of visuospatial constellations and limbs trajectories are likely essential. Indeed, a study on visuomotor adaptation in adults without any disorders indicates that people recall the visuomotor map, update this map using spatial working memory resources, and then use this updated map to plan subsequent movements (Anguera, Reuter-Lorenz, Willingham, & Seidler, 2010). In other words, if visual memory is poor, it might be difficult to execute such motor planning, inhibiting effective control of the limbs.…”

Section: Discussionmentioning

confidence: 99%

Fine Motor Skills Relate to Visual Memory in Autism Spectrum Disorder

Funabiki¹,

Mizutani²,

Murai³

2015

JEDP

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Memory function is an important determinant of behavioral manifestations and social adaptations in individuals with autism spectrum disorder (ASD). While a number of studies have examined memory function in people with ASD, whether impaired memory is characteristic of ASD is unclear. This controversy is likely because of the heterogeneity of the ASD population. However, few studies have investigated the relationship between memory function and the severity of various autistic symptoms. Therefore, to assess such relationships, we used the Wechsler Memory Scale-Revised and the Multi-dimensional Scale for Pervasive developmental disorder and Attention deficit/hyperactivity disorder, which encompasses symptoms comorbid with ASD, to assess 36 individuals with high-functioning ASD. Participants showed average performance in the memory battery. Interestingly, scores reflecting fine motor skills were significantly associated with visual memory performance. That is, individuals with ASD who exhibit impaired fine motor skills showed poor visual memory. This finding implies that memory variability may be associated with developmental trajectory in people with ASD.Keywords: autism spectrum disorder, fine motor skills, memory, multi-dimensional scale for pervasive developmental disorder and attention-deficit/hyperactivity disorder, Wechsler Memory Scale-Revised

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“…Given the exposition so far, perhaps it is not surprising that people with higher WM capacity also perform better on long-term episodic memory tests (Anguera et al, 2012;Anguera, Reuter-Lorenz, Willingham, & Seidler, 2010;Marevic, Arnold, & Rummel, 2017;Unsworth, Brewer, & Spillers, 2009;Unsworth & Spillers, 2010). Multinomial modeling has revealed that WM capacity correlates with encoding success, rather than with retrieval probability (Marevich et al, 2017).…”

Section: Better Ltm For People With More Wm Capacitymentioning

confidence: 99%

Frequency Effects on Memory: A Resource-Limited Theory

Popov¹,

Reder²

2018

Preprint

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We present a review of frequency effects in memory, accompanied by a theory of memory, according to which the storage of new information in long-term memory (LTM) depletes a limited pool of working memory (WM) resources as an inverse function of item strength. We support the theory by showing that items with stronger representations in LTM (e.g. high frequency items) are easier to store, bind to context, and bind to one another; that WM resources are involved in storage and retrieval from LTM; that WM capacity is greater for stronger, more familiar stimuli. We present a novel analysis of preceding item strength, in which we show from eight existing studies that memory for an item is higher if during study it was preceded by a stronger item (e.g. a high frequency word; HF). This effect is cumulative (the more prior items are HF, the better), continuous (memory proportional to word frequency of preceding item), interacts with current item strength (larger for weaker items) and interacts with lag (decreases as the lag between the current and prior study item increases). A computational model that implements the theory is presented, which accounts for these effects. We discuss related phenomena that the model/theory can explain.

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Contributions of Spatial Working Memory to Visuomotor Learning

Cited by 285 publications

References 156 publications

Eliminating Direction Specificity in Visuomotor Learning

Eliminating Direction Specificity in Visuomotor Learning

Fine Motor Skills Relate to Visual Memory in Autism Spectrum Disorder

Frequency Effects on Memory: A Resource-Limited Theory

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