Motor learning is the process of improving task execution according to some measure of performance. This can be divided into skill learning, a model-free process, and adaptation, a model-based process. Prior studies have indicated that adaptation results from two complementary learning systems with parallel organization. This report attempted to answer the question of whether a similar interaction leads to savings, a model-free process that is described as faster relearning when experiencing something familiar. This was tested in a two-week reaching task conducted on a robotic arm capable of perturbing movements. The task was designed so that the two sessions differed in their history of errors. By measuring the change in the learning rate, the savings was determined at various points. The results showed that the history of errors successfully modulated savings. Thus, this supports the notion that the two complementary systems interact to develop savings. Additionally, this report was part of a larger study that will explore the organizational structure of the complementary systems as well as the neural basis of this motor learning.
The goal of this thesis project was to develop a digital, quantitative assessment of executive functioning skills and problem solving abilities. This assessment was intended to serve as a relative measure of executive functions and problem solving abilities rather than a diagnosis; the main purpose was to identify areas for improvement and provide individuals with an understanding of their current ability levels. To achieve this goal, we developed a web-based assessment through Unity that used gamelike modifications of Flanker, Antisaccade, Embedded Images, Raven’s Matrices, and Color / Order Memory tasks. Participants were invited to access the assessment at www.ExecutiveFunctionLevel.com to complete the assessment and their results were analyzed. The findings of this project indicate that these tasks accurately represent executive functioning skills, the Flanker Effect is present in the collected data, and there is a notable correlation between each of the REFLEX challenges. In conclusion, we successfully developed a short, gamelike, online assessment of executive functioning and problem solving abilities. Future developments of REFLEX could look into immediate scoring, developing a mobile application, and externally validating the results.