JN AJP: Advances in Physiology Education
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
 QUICK SEARCH:   [advanced]


     


J Neurophysiol 100: 1455-1464, 2008. First published July 2, 2008; doi:10.1152/jn.90334.2008
0022-3077/08 $8.00
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
100/3/1455    most recent
90334.2008v1
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Google Scholar
Right arrow Articles by Kluzik, J.
Right arrow Articles by Bastian, A. J.
PubMed
Right arrow PubMed Citation
Right arrow Articles by Kluzik, J.
Right arrow Articles by Bastian, A. J.

Reach Adaptation: What Determines Whether We Learn an Internal Model of the Tool or Adapt the Model of Our Arm?

JoAnn Kluzik1,3,4, Jörn Diedrichsen5, Reza Shadmehr2 and Amy J. Bastian1,3

1Department of Neurology and 2Department of Biomedical Engineering, Johns Hopkins School of Medicine; 3Kennedy Krieger Institute, Baltimore, Maryland; 4Sargent College of Health and Rehabilitation Sciences, Boston University, Boston, Massachusetts; and 5Wolfson Centre for Clinical and Cognitive Neuroscience, School of Psychology, Bangor University, Bangor, Gwynedd, United Kingdom

Submitted 5 March 2008; accepted in final form 28 June 2008

We make errors when learning to use a new tool. However, the cause of error may be ambiguous: is it because we misestimated properties of the tool or of our own arm? We considered a well-studied adaptation task in which people made goal-directed reaching movements while holding the handle of a robotic arm. The robot produced viscous forces that perturbed reach trajectories. As reaching improved with practice, did people recalibrate an internal model of their arm, or did they build an internal model of the novel tool (robot), or both? What factors influenced how the brain solved this credit assignment problem? To investigate these questions, we compared transfer of adaptation between three conditions: catch trials in which robot forces were turned off unannounced, robot-null trials in which subjects were told that forces were turned off, and free-space trials in which subjects still held the handle but watched as it was detached from the robot. Transfer to free space was 40% of that observed in unannounced catch trials. We next hypothesized that transfer to free space might increase if the training field changed gradually, rather than abruptly. Indeed, this method increased transfer to free space from 40 to 60%. Therefore although practice with a novel tool resulted in formation of an internal model of the tool, it also appeared to produce a transient change in the internal model of the subject's arm. Gradual changes in the tool's dynamics increased the extent to which the nervous system recalibrated the model of the subject's own arm.


Address for reprint requests and other correspondence: J. Kluzik, Boston University, Sargent College of Health and Rehabilitation Sciences, 635 Commonwealth Avenue, Boston, MA 02215 (E-mail: kluzikj{at}bu.edu)







HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Visit Other APS Journals Online
Copyright © 2008 by the The American Physiological Society.