The effects of awareness of the perturbation during motor adaptation on hand localization
Bibliographic record
Abstract
Awareness of task demands is often used during rehabilitation and sports training by providing instructions which appears to accelerate learning and improve performance through explicit motor learning. However, the effects of awareness of perturbations on the changes in estimates of hand position resulting from motor learning are not well understood. In this study, people adapted their reaches to a visuomotor rotation while either receiving instructions on the nature of the perturbation, experiencing a large rotation, or both to generate awareness of the perturbation and increase the contribution of explicit learning. We found that instructions and/or larger rotations allowed people to activate or deactivate part of the learned strategy at will and elicited explicit changes in open-loop reaches, while a small rotation without instructions did not. However, these differences in awareness, and even manipulations of awareness and perturbation size, did not appear to affect learning-induced changes in hand-localization estimates. This was true when estimates of the adapted hand location reflected changes in proprioception, produced when the hand was displaced by a robot, and also when hand location estimates were based on efferent-based predictions of self-generated hand movements. In other words, visuomotor adaptation led to significant shifts in predicted and perceived hand location that were not modulated by either instruction or perturbation size. Our results indicate that not all outcomes of motor learning benefit from an explicit awareness of the task. Particularly, proprioceptive recalibration and the updating of predicted sensory consequences appear to be largely implicit. (data: https://doi.org/10.17605/osf.io/mx5u2, preprint: https://doi.org/10.31234/osf.io/y53c2).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".