Individual differences in implicit motor learning: Task specificity in sensorimotor adaptation and sequence learning

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on one of two sequence learning tasks, the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level, and reliable at the individual level in visuomotor adaptation and the alternating reaction time task, but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures on the different tasks were not correlated. Together, these results argue against a shared process for implicit learning in sensorimotor adaptation and sequence learning, and provide insight into factors that account for individual differences in learning within each task domain.

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