Abstract：
During visuomotor learning, improvements in motor performance accompany changes in how people use vision. However, the dependencies between altered visual reliance and improvements in motor skill is unclear. The present studies used an online sequence learning task to quantify how changing the availability of visual information affected motor skill learning (study 1) and how changing motor skill affected visual reliance (study 2). Participants used their keyboard to respond to targets falling vertically down a game screen. In study 1 (n = 49), the availability of visual information was altered by manipulating where the targets were visible on the screen. Three experimental groups practiced the task during full or limited vision conditions (when the targets were only visible in specific areas). We hypothesized that limiting visual information would reduce motor learning (i.e., the rate of improvement during training trial blocks). Instead, although participants performed worse during limited vision trials (P < 0.001), there was no difference in learning rate (P = 0.87). In study 2 (n = 119), all participants practiced the task with full vision and their visual reliance (i.e., their performance change between full and limited vision conditions) was quantified before and after training. We hypothesized that with motor learning, visual reliance on future targets would increase, whereas visual reliance on the current targets would decrease. The results of study 2 partially support our hypotheses with visual reliance decreasing for all visual areas (P < 0.001). Together, the results suggest changing motor skill alters how people use vision, but changing visual availability does not affect motor learning.NEW & NOTEWORTHY Previous research has established how people use visual information changes with motor learning. However, the dependencies of these two processes on each other are unclear. We find that limiting the availability of visual information degrades motor performance but not motor learning. We also find that motor learning reduces the impact of limiting the availability of visual information on motor performance. Together, these results suggest that how people use visual information depends on their motor skill.
摘要：
在视觉运动学习期间，运动性能的改善伴随着人们使用视力的方式的变化。然而,视觉依赖改变与运动技能改善之间的相关性尚不清楚。本研究使用在线序列学习任务来量化改变视觉信息的可用性如何影响运动技能学习（研究一）以及改变运动技能如何影响视觉依赖（研究二）。参与者使用他们的键盘来响应垂直跌落游戏屏幕的目标。在研究一（n=49）中，通过操纵目标在屏幕上可见的位置来改变视觉信息的可用性。三个实验组在完全或有限的视力条件下（当目标仅在特定区域可见时）进行任务。我们假设限制视觉信息会减少运动学习（即训练试验块期间的改善率）。相反，虽然参与者在有限视力试验中表现较差（p<0.001），学习率无差异(p=0.87)。在研究二（n=119），所有参与者都以完整的视觉和他们的视觉依赖(即，他们在全视和受限视力条件之间的表现变化)在训练前后进行量化。我们假设有了运动学习，对未来目标的视觉依赖会增加，而对当前目标的视觉依赖将减少。研究二的结果部分支持我们的假设，所有视觉区域的视觉依赖性都在下降（p<0.001）。一起,结果表明，改变运动技能会改变人们使用视力的方式，但是改变视觉可用性不会影响运动学习。
