Influence of visual feedback persistence on visuo-motor skill improvement
Name
s41598-021-96876-6.pdf
Description
Published version
Size
2.85 MB
Format
Adobe PDF
Checksum (MD5)
6dd9d624879a565dfc63dbc81c4f10f0
Author(s)
Unell, Alyssa
Eisenstat, Zachary M
Braun, Ainsley
Gandhi, Abhinav
Gilad-Gutnick, Sharon
Ben-Ami, Shlomit
Sinha, Pawan
Date Issued
December 2021
Journal
Scientific Reports
Publisher
Springer Science and Business Media LLC
Citation
Unell, Alyssa, Eisenstat, Zachary M, Braun, Ainsley, Gandhi, Abhinav, Gilad-Gutnick, Sharon et al. 2021. "Influence of visual feedback persistence on visuo-motor skill improvement." Scientific Reports, 11 (1).
Version
Final published version
Abstract
Towards the larger goal of understanding factors relevant for improving visuo-motor control, we investigated the role of visual feedback for modulating the effectiveness of a simple hand-eye training protocol. The regimen comprised a series of curve tracing tasks undertaken over a period of one week by neurologically healthy individuals with their non-dominant hands. Our three subject groups differed in the training they experienced: those who received ‘Persistent’ visual-feedback by seeing their hand and trace evolve in real-time superimposed upon the reference patterns, those who received ‘Non-Persistent’ visual-feedback seeing their hand movement but not the emerging trace, and a ‘Control’ group that underwent no training. Improvements in performance were evaluated along two dimensions—accuracy and steadiness, to assess visuo-motor and motor skills, respectively. We found that persistent feedback leads to a significantly greater improvement in accuracy than non-persistent feedback. Steadiness, on the other hand, benefits from training irrespective of the persistence of feedback. Our results not only demonstrate the feasibility of rapid visuo-motor learning in adulthood, but more specifically, the influence of visual veridicality and a critical role for dynamically emergent visual information.
MIT Department
Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
Terms of Use
Creative Commons Attribution 4.0 International license
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DOI of Published Version
https://doi.org/10.1038/s41598-021-96876-6
