Savings and interference following learning to reach with mirror reversed feedback

Learning to reach with a visuomotor distortion has been shown to influence subsequent reaches with the same distortion and with a new distortion. Here, we examined whether learning to reach with a small 20{degrees} mirror reversed distortion leads to faster re-learning of the same distortion (i.e., demonstrates savings) and whether learning to reach with a mirror reversed distortion influences subsequent reaches with a 20{degrees} visuomotor rotation distortion. Thirty participants first learned to reach with the mirror reversed distortion. Following washout trials with aligned cursor feedback, 15 participants reached again with the mirror reversed distortion (MR-MR group), while the 15 other participants reached with a visuomotor rotation distortion (MR-VMR group). An additional twenty participants only reached with the visuomotor rotation distortion (VMR-only group). Implicit (unconscious) and explicit (conscious strategy) contributions to learning were assessed using the process dissociation procedure. Evidence of savings was evident in the MR-MR group, such that participants demonstrated reduced hand angles when re-introduced to the mirror reversed distortion. This savings was driven by explicit processes, consistent with the rapid retrieval of previously acquired task solutions. Additionally, learning to reach with the mirror reversed distortion interfered with learning to reach with the visuomotor rotation distortion, such that the MR-VMR group demonstrated increased reach variability and longer reaction times when reaching with the visuomotor rotation distortion compared to the VMR-only group. Reduced implicit contributions were also evident in the MR-VMR group compared to the VMR-only group. Together, results indicate that learning to reach with a mirror reversed distortion promotes savings and influences learning to reach with a visuomotor rotation distortion through engagement of explicit processes.