Rescaling an acquired discrete aiming movement: Specific or general motor learning?

Abstract In this study we examined the ability of young adults to rescale a target-aiming movement to meet new spatial demands. Of interest was the role of response-produced visual feedback in the learning process, as well as the specificity/generalizability of motor learning. The analysis of both performance and kinematic data indicate that rather than becoming less dependent on visual response-produced feedback with practice, part of skill acquisition involved learning to use feedback rapidly and efficiently. Transfer of training between spatial mapping conditions appeared to depend on the degree to which a specific training condition encouraged participants to employ the visual information processing procedures required in retention and transfer. Overall our results are consistent with the view that motor learning involved the development of specific feedback processing procedures.

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