Attention defines the context for implicit sensorimotor adaptation

Abstract

Movement errors are used to continuously recalibrate the sensorimotor map, a process known as sensorimotor adaptation. Here we examined how attention influences this automatic and obligatory learning process. Focusing first on spatial attention, we compared conditions in which the visual feedback that provided information about the movement outcome was either attended or unattended. Surprisingly, this manipulation had no effect on the rate of adaptation. We next used a dual-task methodology to examine the influence of attentional resources on adaptation. Here, again, we found no effect of attention, with the rate of adaptation similar under focused or divided attention conditions. Interestingly, we found that attention modulates adaptation in an indirect manner: Attended stimuli serve as cues that define the context for learning. The rate of adaptation was significantly attenuated when the attended stimulus changed from the end of one trial to the start of the next trial. In contrast, similar changes to unattended stimuli had no impact on adaptation. Together, these results suggest that visual attention defines the cues that establish the context for sensorimotor learning.