The role of explicit strategies during reinforcement-based motor learning

Abstract

Despite increasing interest in the role of reward in motor learning, the underlying mechanisms remain ill-defined. In particular, the relevance of explicit strategies to reward-based motor learning is unclear. To address this, we examined subjects (n=30) ability to learn to compensate for a gradually introduced 25{degrees} visuomotor rotation with only reward-based feedback (binary success/failure). Only two-thirds of subjects (n=20) were successful at the maximum angle. The remaining subjects initially follow the rotation but after a variable number of trials begin to reach at an insufficiently large angle and subsequently return to near baseline performance (n=10). Furthermore, those that were successful accomplished this largely via the use of strategies, evidenced by a large reduction in reach angle when asked to remove any strategy they employed. However, both groups display a small degree of remaining retention even after the removal of strategies. All subjects made greater and more variable changes in reach angle following incorrect (unrewarded) trials. However, subjects who failed to learn showed decreased sensitivity to errors, even in the initial period in which they followed the rotation, a pattern previously found in Parkinsonian patients. In a second experiment, the addition of a secondary mental rotation task completely abolished learning (n=10), whilst a control group replicated the results of the first experiment (n=10). These results emphasize a pivotal role of strategy-use during reinforcement-based motor learning and the susceptibility of this form of learning to disruption has important implications for its potential therapeutic benefits.