| Title |
Effects of forced movements on learning: Findings from a choice reaction time task in rats
|
|---|---|
| Published in |
Learning & Behavior, January 2017
|
| DOI | 10.3758/s13420-016-0255-9 |
| Pubmed ID | |
| Authors |
Hidekazu Kaneko, Hiroto Sano, Yasuhisa Hasegawa, Hiroshi Tamura, Shinya S. Suzuki |
| Abstract |
To investigate how motor sensation facilitates learning, we used a sensory-motor association task to determine whether the sensation induced by forced movements contributes to performance improvements in rats. The rats were trained to respond to a tactile stimulus (an air puff) by releasing a lever pressed by the stimulated (compatible condition) or nonstimulated (incompatible condition) forepaw. When error rates fell below 15%, the compatibility condition was changed (reversal learning). An error trial was followed by a lever activation trial in which a lever on the correct or the incorrect response side was automatically elevated at a preset time of 120, 220, 320, or 420 ms after tactile stimulation. This lever activation induced forepaw movement similar to that in a voluntary lever release response, and also induced body movement that occasionally caused elevation of the other forepaw. The effects of lever activation may have produced a sensation similar to that of voluntary lever release by the forepaw on the nonactivated lever. We found that the performance improvement rate was increased by the lever activation procedure on the incorrect response side (i.e., with the nonactivated lever on the correct response side). Furthermore, the performance improvement rate changed depending on the timing of lever activation: Facilitative effects were largest with lever activation on the incorrect response side at 320 ms after tactile stimulation, whereas hindering effects were largest for lever activation on the correct response side at 220 ms after tactile stimulation. These findings suggest that forced movements, which provide tactile and proprioceptive stimulation, affect sensory-motor associative learning in a time-dependent manner. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Science communicators (journalists, bloggers, editors) | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 21 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 21 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 5 | 24% |
| Student > Master | 3 | 14% |
| Student > Doctoral Student | 2 | 10% |
| Researcher | 2 | 10% |
| Student > Ph. D. Student | 2 | 10% |
| Other | 3 | 14% |
| Unknown | 4 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Engineering | 5 | 24% |
| Nursing and Health Professions | 3 | 14% |
| Psychology | 3 | 14% |
| Neuroscience | 3 | 14% |
| Biochemistry, Genetics and Molecular Biology | 1 | 5% |
| Other | 1 | 5% |
| Unknown | 5 | 24% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 January 2017.
All research outputs
#20,655,488
of 25,371,288 outputs
Outputs from Learning & Behavior
#604
of 904 outputs
Outputs of similar age
#322,047
of 423,765 outputs
Outputs of similar age from Learning & Behavior
#5
of 8 outputs
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