Motor variability prior to learning is a poor predictor of the ability to adopt new movement solutions

Abstract

Many contexts in motor learning require a learner to change from an existing movement solution to a novel movement solution to perform the same task. Recent evidence has pointed to motor variability prior to learning as a potential marker for predicting individual differences in motor learning. However, it is not known if this variability is predictive of the ability to adopt a new movement solution for the same task. Here, we examined this question in the context of a redundant precision task requiring control of motor variability. Fifty young adults learned a precision task that involved throwing a virtual puck toward a target using both hands. Because the speed of the puck depended on the sum of speeds of both hands, this task could be achieved using multiple solutions. Participants initially performed a baseline task where there was no constraint on the movement solution, and then performed a novel task where they were constrained to adopt a specific movement solution requiring asymmetric left and right hand speeds. Results showed that participants were able to learn the new solution, and this change was associated with changes in both the amount and structure of variability. However, individual differences in baseline motor variability were only weakly correlated with initial and final task performance when using the new solution, with greater variability being associated with higher errors. We also found a strong specificity component - initial variability when using the new solution was highly correlated with final task performance with the new solution, but once again, higher variability was associated with greater errors. These results suggest that motor variability is not necessarily indicative of flexibility and highlight the need to consider the task context in determining the relation between motor variability and learning.