Motor learning alters vision, but vision does not alter motor learning

Abstract

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 (Study One) and how changing motor skill affected visual reliance (Study Two). Participants used their keyboard to respond to targets falling vertically down a game screen. In Study One (n=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, while participants performed worse during limited vision trials (p<0.001), there was no difference in learning rate (p=0.87). In Study Two (n=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, while visual reliance on the current targets would decrease. The results of Study Two partially support our hypotheses with visual reliance decreasing for all visual areas (p<0.001). Together, the results suggest changing motor skill alters how people use vision, but changing visual availability does not affect motor learning.