Reliability of online visual and proprioceptive feedback: impact on learning and sensorimotor coding.

Multisensory integration is essential for learning and sensorimotor coding, facilitating learners' adaptation to environmental changes. Recent findings confirm that introducing unreliability into visual feedback enhances the use of motor coding, probably because proprioceptive cues are given greater weight. The present study was designed to test this hypothesis and, more generally, to explore the impact of visual versus proprioceptive cue reliability on learning processes.

Visual feedbacks influence short-term learning of torque versus motion profile with robotic guidance among young adults.

Robotic assistance can improve the learning of complex motor skills. However, the assistance designed and used up to now mainly guides motor commands for trajectory learning, not dynamics learning. The present study explored how a complex motor skill involving the right arm can be learned without suppressing task dynamics, by means of an innovative device with robotic guidance that allows a torque versus motion profile to be learned with admittance control.

Arm cooling selectively impacts sensorimotor control.

The benefits of cold have long been recognized in sport and medicine. However, it also brings costs, which have more rarely been investigated, notably in terms of sensorimotor control. We hypothesized that, in addition to peripheral effects, cold slows down the processing of proprioceptive cues, which has an impact on both feedback and feedforward control.

Use of variable online visual feedback to optimize sensorimotor coding and learning of a motor sequence.

The present study characterized the impact of reliable and/or unreliable online visual feedback and their order of presentation on the coding and learning of a motor sequence. Participants practiced a 12-element motor sequence 200 times. During this acquisition phase, two groups received a single type (i.

Reliability of on-line visual feedback influences learning of continuous motor task of healthy young adults.

A continuous task was used to determine how the reliability of on-line visual feedback during acquisition impacts motor learning. Participants performed a right hand pointing task of a repeated sequence with a visual cursor that was either reliable, moderately unreliable, or largely unreliable. Delayed retention tests were administered 24 h later, as well as intermanual transfer tests (performed with the left hand).