Visuomotor Adaptation Research Articles

Development of a cerebellar ataxia diagnosis model using conditional GAN-based synthetic data generation for visuomotor adaptation task.

This study proposes a synthetic data generation model to create a classification framework for cerebellar ataxia patients using trajectory data from the visuomotor adaptation task. The classification objectives include patients with cerebellar ataxia, age-matched normal individuals, and young healthy subjects. Synthetic data for the three classes is generated based on class conditions and random noise by leveraging a combination of conditional adversarial generative neural networks and reconstruction networks. This synthetic data, alongside real data, is utilized as training data for the patient classification model to enhance classification accuracy. The fidelity of the synthetic data is assessed visually to measure the validity and diversity of the generated data qualitatively while quantitatively evaluating distribution similarity to real data. Furthermore, the clinical efficacy of the patient classification model employing synthetic data is demonstrated by showcasing improved classification accuracy through a comparative analysis between results obtained using solely real data and those obtained when both real and synthetic data are utilized. This methodological approach holds promise in addressing data insufficiency in the digital healthcare domain, employing deep learning methodologies, and developing early disease diagnosis tools.

Potentiation of Motor Adaptation Via Cerebellar tACS: Characterization of the Stimulation Frequency.

Motor adaptation is critical to update motor tasks in new or modified environmental conditions. While the cerebellum supports error-based adaptations, its neural implementation is partially known. By controlling the frequency of cerebellar transcranial alternating current stimulation (c-tACS), we can test the influence of neural oscillation from the cerebellum for motor adaptation. Two independent experiments were conducted. In Experiment 1, 16 participants received four c-tACS protocols (45Hz, 50Hz, 55Hz, and sham) on four different days while they practiced a visuomotor adaptation task (30 degrees CCW) with variable intensity (within-subject design). In Experiment 2, 45 participants separated into three groups received the effect of 45Hz, 55Hz c-tACS, and sham, respectively (between-subject design), performing the same visuomotor task with a fixed intensity (0.9mA). In Experiment 1, 45Hz and 50Hz of c-tACS accelerated motor adaptation when participants performed the task only for the first time, independent of the time interval between sessions or the stimulation intensity. The effect of active c-tACS was ratified in Experiment 2, where 45Hz c-tACS benefits motor adaptation during the complete practice period. Reaction time, velocity, or duration of reaching are not affected by c-tACS. Cerebellar alternating current stimulation is an effective strategy to potentiate visuomotor adaptations. Frequency-dependent effects on the gamma band, especially for 45Hz c-tACS, ratify the oscillatory profile of cerebellar processes behind the motor adaptation. This can be exploited in future interventions to enhance motor learning.

Modulating color cue effectiveness: The role of active selection in visuomotor adaptation

Modulating color cue effectiveness: The role of active selection in visuomotor adaptation

The role of feedback in responding to gradual and abrupt visuo-proprioceptive cue conflict.

When people observe conflicting visual and proprioceptive cues about their static hand position, visuo-proprioceptive recalibration results. Recalibration also occurs during gradual or abrupt visuomotor adaptation, in response to both the cue conflict and sensory prediction errors experienced as the hand reaches to a target. Here we asked whether creating a cue conflict gradually vs. abruptly, or providing error feedback, affects recalibration in a static hand. We examined participants' responses to a 70 mm visuo-proprioceptive conflict, imposed by shifting the visual cue forward from the proprioceptive cue (static left hand). Participants pointed with their unseen right hand to indicate perceived bimodal and unimodal cue positions. Conflict was introduced gradually (groups 1 and 2) or abruptly (groups 3 and 4), with performance feedback present (groups 2 and 4) or absent (groups 1 and 3). For abrupt groups, most behavioral change occurred immediately after the conflict began. No-feedback groups (1 and 3) showed comparable magnitudes of overall recalibration, indicating that abrupt and gradual conflicts result in similar recalibration but with different timings. Motor adaptation was evident in the indicator hand with performance feedback (groups 2 and 4). However, performance on a static ruler task suggests proprioceptive recalibration also occurred despite the presence of feedback. Control groups confirmed accurate performance on the pointing task despite the visual cue shift. These findings highlight the distinct timing of recalibration mechanisms for gradual versus abrupt cue conflicts and potential smaller contribution of error mechanisms for a static conflict.

"Leap before you look": Conditions that suppress explicit, knowledge-based learning during visuomotor adaptation.

When learning a novel visuomotor mapping (e.g., mirror writing), accuracy can improve quickly through explicit, knowledge-based learning (e.g., aim left to go right), but after practice, implicit or procedural learning takes over, producing fast, natural movements. This procedural learning occurs automatically, whereas it has recently been found that knowledge-based learning can be suppressed by the gradual introduction of the novel mapping when participants must make fast movements and visuomotor perturbations are small (e.g., 30° rotations). We explored the range of task instructions, perturbation parameters, and feedback that preclude or encourage this suppression. Using a reaching task with a rotation between screen position and movement direction, we found that knowledge-based learning could be suppressed even for an extreme 90° rotation, but only if it was introduced gradually and only under instructions to move quickly. If the rotation was introduced abruptly or if instructions emphasized accuracy over speed, knowledge-based learning occurred. A second experiment indicated that knowledge-based learning always occurred in the absence of continuous motion feedback, evidenced by the time course of learning, the aftereffects of learning when the rotation was abruptly removed, and the outcome of formal model comparison between a dual-state (procedural and knowledge-based) versus a single-state (procedural only) learning model of the data. A third experiment replicated the findings and verified that the knowledge-based component of the dual-state model corresponded to explicit aiming, whereas the procedural component was slow to unlearn. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Learning-to-learn as a metacognitive correlate of functional outcomes after stroke: a cohort study.

Meta-learning is a metacognitive function for successful, efficient learning in various tasks. While it is possible that meta-learning is linked to functional recovery in stroke, it has not been investigated in previous clinical research on metacognition. Examine if individual meta-learning ability is associated with functional outcomes. Cohort study. Rehabilitation ward in Fujita Health University Hospital. Twenty-nine hemiparetic people after stroke. The study measured individual sensorimotor adaptation rate, meta-learning (acceleration of adaptation through training), and Functional Independence Measure (FIM) motor effectiveness, an index of functional outcome measuring improvement in proficiency of activity of daily living (ADL). Participants performed visuomotor adaptation training sessions with their less-affected arm. They made arm-reaching movements to hit a target with cursor feedback, which was occasionally rotated with regard to their hand positions, requiring them to change the movement direction accordingly. Initial adaptation rate and meta-learning were quantified from pre- and post-training tests. The relationship between these indices of adaptation ability and FIM motor effectiveness was examined by multiple linear regression analyses. One participant was excluded before data collection in the motor task. In the remaining 28 individuals, the regression analyses revealed that FIM motor effectiveness positively correlated with meta-learning (µ=0.90, P=0.008), which was attenuated by age (µ=-0.015, P=0.005), but not with initial adaptation rate (P=0.08). Control analyses suggested that this observed association between FIM motor effectiveness and meta-learning was not mediated by patients' demographics or stroke characteristics. This study demonstrates that those who can accelerate adaptation through training are likely to improve ADL, suggesting that meta-learning may be linked with functional outcomes in some stroke individuals. Meta-learning may enable the brain to keep (re-)learning motor skills when motor functions change abruptly due to stroke and neural recovery, thereby associated with improvement in ADL. Meta-learning is part of metacognitive functions that is positively associated with functional outcomes.

Sleep consolidation potentiates sensorimotor adaptation.

Contrary to its well-established role in declarative learning, the impact of sleep on motor memory consolidation remains a subject of debate. Current literature suggests that while motor skill learning benefits from sleep, consolidation of sensorimotor adaptation (SMA) depends solely on the passage of time. This has led to the proposal that SMA may be an exception to other types of memories. Here, we addressed this ongoing controversy in humans through three comprehensive experiments using the visuomotor adaptation paradigm (N=290, 150 females). In Experiment 1, we investigated the impact of sleep on memory retention when the temporal gap between training and sleep was not controlled. In line with the previous literature, we found that memory consolidates with the passage of time. In Experiment 2, we used an anterograde interference protocol to determine the time window during which SMA memory is most fragile and, thus, potentially most sensitive to sleep intervention. Our results show that memory is most vulnerable during the initial hour post-training. Building on this insight, in Experiment 3 we investigated the impact of sleep when it coincided with the critical first hour of memory stabilization. This manipulation unveiled a benefit of sleep (30% memory enhancement) alongside an increase in spindle density and spindle-SO coupling during NREM sleep, two well-established neural markers of sleep consolidation. Our findings reconcile seemingly conflicting perspectives on the active role of sleep in motor learning and point to common mechanisms at the basis of memory formation.Significance statement While there is compelling evidence that sleep improves declarative memory, its role in the consolidation of motor memories remains a long-standing debate. For example, it is currently established that sensorimotor adaptation (SMA) consolidates with the passage of time, irrespective of sleep. This has led to the proposal that SMA may be an exception to other types of memories. Our findings indicate that SMA memories may indeed consolidate with both the passage of time and sleep, depending on the proximity between training and bedtime. Our work sheds light on this controversy and points to the existence of common mechanisms supporting consolidation across memory domains. Furthermore, it may impact rehabilitation programs, expediting motor injury recovery by aligning training sessions with sleep.

The role of explicit knowledge in compensating for a visuo-proprioceptive cue conflict.

It is unclear how explicit knowledge of an externally imposed mismatch between visual and proprioceptive cues of hand position affects perceptual recalibration. The Bayesian causal inference framework might suggest such knowledge should abolish the visual and proprioceptive recalibration that occurs when individuals perceive these cues as coming from the same source (their hand), while the visuomotor adaptation literature suggests explicit knowledge of a cue conflict does not eliminate implicit compensatory processes. Here we compared visual and proprioceptive recalibration in three groups with varying levels of knowledge about the visuo-proprioceptive cue conflict. All participants estimated the position of visual, proprioceptive, or combined targets related to their left index fingertip, with a 70mm visuo-proprioceptive offset gradually imposed. Groups 1, 2, and 3 received no information, medium information, and high information, respectively, about the offset. Information was manipulated using instructional and visual cues. All groups performed the task similarly at baseline in terms of variance, weighting, and integration. Results suggest the three groups recalibrated vision and proprioception differently, but there was no difference in variance or weighting. Participants who received only instructional cues about the mismatch (Group 2) did not recalibrate less, on average, than participants provided no information about the mismatch (Group 1). However, participants provided instructional cues and extra visual cues of their hands during the perturbation (Group 3) demonstrated significantly less recalibration than other groups. These findings are consistent with the idea that instructional cues alone are insufficient to override participants' intrinsic belief in common cause and reduce recalibration.

Structural Learning Benefits in a Visuomotor Adaptation Task Generalize to a Contralateral Effector

Structural learning is characterized by facilitated adaptation following training on a set of sensory perturbations all belonging to the same structure (e.g., ‘visuomotor rotations’). This generalization of learning is a core feature of the motor system and is often studied in the context of interlimb transfer. However, such transfer has only been demonstrated when participants learn to counter a specific perturbation in the sensory feedback of their movements; we determined whether structural learning in one limb generalized to the contralateral limb. We trained 13 participants to counter random visual feedback rotations between +/-90 degrees with the right hand and subsequently tested the left hand on a fixed rotation. The structural training group showed faster adaptation in the left hand in both feedforward and feedback components of reaching compared to 13 participants who trained with veridical reaching, with lower initial reaching error, and straighter, faster, and smoother movements than in the control group. The transfer was ephemeral – benefits were confined to roughly the first 20 trials. The results demonstrate that the motor system can extract invariant properties of seemingly random environments in one limb, and that this information can be accessed by the contralateral limb.

The Consolidation of Newly Learned Movements Depends upon the Somatosensory Cortex in Humans.

Studies using magnetic brain stimulation indicate the involvement of somatosensory regions in the acquisition and retention of newly learned movements. Recent work found an impairment in motor memory when retention was tested shortly after the application of continuous theta-burst stimulation (cTBS) to the primary somatosensory cortex, compared with stimulation of the primary motor cortex or a control zone. This finding that the somatosensory cortex is involved in motor memory retention whereas the motor cortex is not, if confirmed, could alter our understanding of human motor learning. It would indicate that plasticity in sensory systems underlies newly learned movements, which is different than the commonly held view that adaptation learning involves updates to a motor controller. Here we test this idea. Participants were trained in a visuomotor adaptation task, with visual feedback gradually shifted. Following adaptation, cTBS was applied either to M1, S1, or an occipital cortex control area. Participants were tested for retention 24 h later. It was observed that S1 stimulation led to reduced retention of prior learning, compared with stimulation of M1 or the control area (with no significant difference between M1 and control). In a further control, cTBS was applied to S1 following training with unrotated feedback, in which no learning occurred. This had no effect on movement in the retention test indicating the effects of S1 stimulation on movement are learning specific. The findings are consistent with the S1 participation in the encoding of learning-related changes to movements and in the retention of human motor memory.

The effects of auditory consequences on visuomotor adaptation and motor memory.

Sensorimotor adaptation is a form of motor learning that is essential for maintaining motor performance across the lifespan and is integral to recovery of function after neurological injury. Recent research indicates that experiencing a balance-threatening physical consequence when making a movement error during adaptation can enhance subsequent motor memory. This is perhaps not surprising, as learning to avoid injury is critical for our survival and well-being. Reward and punishment can also differentially modify aspects of motor learning. However, it remains unclear whether other forms of non-physical consequences can impact motor learning. Here we tested the hypothesis that a loud acoustic stimulus linked to a movement error during adaptation could lead to greater generalization and consolidation. Two groups of participants (n = 12 each) adapted to a new, prism-induced visuomotor mapping while performing a precision walking task. One group experienced an unexpected loud acoustic stimulus (85 dB tone) when making foot-placement errors during adaptation. This auditory consequence group adapted faster and showed greater generalization with an interlimb transfer task, but not greater generalization to an obstacle avoidance task. Both groups showed faster relearning (i.e., savings) during the second testing session one week later despite the presence of an interference block of trials following initial adaptation, indicating successful consolidation. However, we did not find significant differences between groups with relearning during session 2. Overall, our results suggest that auditory consequences may serve as a useful method to improve motor learning, though further research is required.

Modulation of dorsal premotor cortex differentially influences visuomotor adaptation in young and older adults

The communication between dorsal premotor cortex (PMd) and primary motor cortex (M1) is important for visuomotor adaptation, but it is unclear how this relationship changes with advancing age. The present study recruited 21 young and 23 older participants for two experimental sessions during which intermittent theta burst stimulation (iTBS) or sham was applied over PMd. We assessed the effects of PMd iTBS on M1 excitability using motor evoked potentials (MEP) recorded from right first dorsal interosseous when single-pulse transcranial magnetic stimulation (TMS) was applied with posterior-anterior (PA) or anterior-posterior (AP) currents; and adaptation by quantifying error recorded during a visuomotor adaptation task (VAT). PMd iTBS potentiated PA (P < 0.0001) and AP (P < 0.0001) MEP amplitude in both young and older adults. PMd iTBS increased error in young adults during adaptation (P = 0.026), but had no effect in older adults (P = 0.388). Although PMd iTBS potentiated M1 excitability in both young and older adults, the intervention attenuated visuomotor adaptation specifically in young adults.

The independence of impairments in proprioception and visuomotor adaptation after stroke

BackgroundProprioceptive impairments are common after stroke and are associated with worse motor recovery and poor rehabilitation outcomes. Motor learning may also be an important factor in motor recovery, and some evidence in healthy adults suggests that reduced proprioceptive function is associated with reductions in motor learning. It is unclear how impairments in proprioception and motor learning relate after stroke. Here we used robotics and a traditional clinical assessment to examine the link between impairments in proprioception after stroke and a type of motor learning known as visuomotor adaptation.MethodsWe recruited participants with first-time unilateral stroke and controls matched for overall age and sex. Proprioceptive impairments in the more affected arm were assessed using robotic arm position- (APM) and movement-matching (AMM) tasks. We also assessed proprioceptive impairments using a clinical scale (Thumb Localization Test; TLT). Visuomotor adaptation was assessed using a task that systematically rotated hand cursor feedback during reaching movements (VMR). We quantified how much participants adapted to the disturbance and how many trials they took to adapt to the same levels as controls. Spearman’s rho was used to examine the relationship between proprioception, assessed using robotics and the TLT, and visuomotor adaptation. Data from healthy adults were used to identify participants with stroke who were impaired in proprioception and visuomotor adaptation. The independence of impairments in proprioception and adaptation were examined using Fisher’s exact tests.ResultsImpairments in proprioception (58.3%) and adaptation (52.1%) were common in participants with stroke (n = 48; 2.10% acute, 70.8% subacute, 27.1% chronic stroke). Performance on the APM task, AMM task, and TLT scores correlated weakly with measures of visuomotor adaptation. Fisher’s exact tests demonstrated that impairments in proprioception, assessed using robotics and the TLT, were independent from impairments in visuomotor adaptation in our sample.ConclusionOur results suggest impairments in proprioception may be independent from impairments in visuomotor adaptation after stroke. Further studies are needed to understand factors that influence the relationship between motor learning, proprioception and other rehabilitation outcomes throughout stroke recovery.

Study protocol to examine the effects of acute exercise on motor learning and brain activity in children with developmental coordination disorder (ExLe-Brain-DCD)

Introduction Developmental coordination disorder (DCD) is one of the most prevalent pediatric chronic conditions. Without proper intervention, significant delays in motor skill performance and learning may persist until adulthood. Moderate-to-vigorous physical exercise has been proven to improve motor learning (adaptation and consolidation) in children with or without disorders. However, the effect of a short bout of physical exercise on motor adaptation and consolidation in children with DCD has not been examined. Furthermore, the role of perceptual-motor integration and attention as mediators of learning has not been examined via neuroimaging in this population. Objectives Therefore, the primary aims of this project will be to compare children with and without DCD to (a) examine the effect of acute exercise on motor learning (adaptation and consolidation) while performing a rotational visuo-motor adaptation task (rVMA), and (b) explore cortical activation in the dorsolateral- and ventrolateral-prefrontal cortex areas while learning the rVMA task under rest or post-exercise conditions. Methods One hundred twenty children will be recruited (60 DCD, 60 controls) and within-cohort randomly assigned to either exercise (13-minute shuttle run task) or rest prior to performing the rVMA task. Adaptation and consolidation will be evaluated via two error variables and three retention tests (1h, 24h and 7 days post adaptation). Cortical activation will be registered via functional near-infrared spectroscopy (fNIRS) during the baseline, adaptation, and consolidation. Discussion We expect to find exercise benefits on motor learning and attention so that children with DCD profiles will be closer to those of children with typical development. The results of this project will provide further evidence to: (a) better characterize children with DCD for the design of educational materials, and (b) establish acute exercise as a potential intervention to improve motor learning and attention.

A lateralized motor network in order to understand adaptation to visuomotor rotation

Objective. The functional asymmetry between the two brain hemispheres in language and spatial processing is well documented. However, a description of difference in control between the two hemispheres in motor function is not well established. Our primary objective in this study was to examine the distribution of control in the motor hierarchy and its variation across hemispheres. Approach. We developed a computation model termed the bilateral control network and implemented the same in a neural network framework to be used to replicate certain experimental results. The network consists of a simple arm model capable of making movements in 2D space and a motor hierarchy with separate elements coding target location, estimated position of arm, direction, and distance to be moved by the arm, and the motor command sent to the arm. The main assumption made here is the division of direction and distance coding between the two hemispheres with distance coded in the non-dominant and direction coded in the dominant hemisphere. Main results. With this assumption, the network was able to show main results observed in visuomotor adaptation studies. Importantly it showed decrease in error exhibited by the untrained arm while the other arm underwent training compared to the corresponding naïve arm’s performance—transfer of motor learning from trained to the untrained arm. It also showed how this varied depending on the performance variable used—with distance as the measure, the non-dominant arm showed transfer and with direction, dominant arm showed transfer. Significance. Our results indicate the possibility of shared control between the two hemispheres. If indeed found true, this result could have major significance in motor rehabilitation as treatment strategies will need to be designed in order to account for this and can no longer be confined to the arm contralateral to the affected hemisphere.

A single exposure to 100% normo-baric oxygen therapy appears to improve sequence learning processes by increasing prefrontal cortex oxygen saturation

Previously, we showed that a normo-baric 100 % oxygen treatment (NbOxTr) enhances motor learning processes, e.g., visuomotor adaptation (VMA) and sequence learning (SL). However, this work was limited to behavioral outcomes and did not identify the physiological mechanistic underpinnings of these improvements. Here, we expand on this research to investigate the effects of a NbOxTr on the oxygen tissue saturation index (TSI) level of the prefrontal cortex (PFC) when performing a SL task and whether potential SL improvements relate to increased TSI levels in the PFC. Twenty four right-handed young, healthy adults were randomly assigned to a NbOxTr group (normo-baric 100 % oxygen, n = 12) or a control group (normal air, n = 12). They received their respective treatments via a nasal cannula during the experiment. Oxygen TSI levels of the right and left PFC were measured via near-infrared spectroscopy (NIRS) throughout different SL task phases (Baseline, Training, Testing). The NbOxTr increased the TSI of the PFC in the Training phase (p < 0.01) and positively affected SL retention in the Testing phase (p < 0.05). We also found a positive correlation between TSI changes in the right PFC during the gas treatment phase (3.4 % increase) and response time (RT) improvements in the SL task training and retention phase (all p < 0.05). Our results suggest that a simple NbOxTr increases the oxygenated hemoglobin availability in the PFC, which appears to mediate the retention of acquired SL improvements in healthy young adults. Future studies should examine treatment-related oxygenation changes in other brain areas involved and their relation to enhanced learning processes. Whether this NbOxTr improves SL in neurologically impaired populations should also be examined.

Prediction error in implicit adaptation during visually- and memory-guided reaching tasks

Human movements are adjusted by motor adaptation in order to maintain their accuracy. There are two systems in motor adaptation, referred to as explicit or implicit adaptation. It has been suggested that the implicit adaptation is based on the prediction error and has been used in a number of motor adaptation studies. This study aimed to examine the effect of visual memory on prediction error in implicit visuomotor adaptation by comparing visually- and memory-guided reaching tasks. The visually-guided task is thought to be implicit learning based on prediction error, whereas the memory-guided task requires more cognitive processes. We observed the adaptation to visuomotor rotation feedback that is gradually rotated. We found that the adaptation and retention rates were higher in the visually-guided task than in the memory-guided task. Furthermore, the delta-band power obtained by electroencephalography (EEG) in the visually-guided task was increased immediately following the visual feedback, which indicates that the prediction error was larger in the visually-guided task. Our results show that the visuomotor adaptation is enhanced in the visually-guided task because the prediction error, which contributes update of the internal model, was more reliable than in the memory-guided task. Therefore, we suggest that the processing of the prediction error is affected by the task-type, which in turn affects the rate of the visuomotor adaptation.

Prismatic adaptation coupled with cognitive training as novel treatment for developmental dyslexia: a randomized controlled trial

Despite intense and costly treatments, developmental dyslexia (DD) often persists into adulthood. Several brain skills unrelated to speech sound processing (i.e., phonology), including the spatial distribution of visual attention, are abnormal in DD and may represent possible treatment targets. This study explores the efficacy in DD of rightward prismatic adaptation (rPA), a visuomotor adaptation technique that enables visuo-attentive recalibration through shifts in the visual field induced by prismatic goggles. A digital intervention of rPA plus cognitive training was delivered weekly over 10 weeks to adolescents with DD (aged 13–17) assigned either to treatment (N = 35) or waitlist (N = 35) group. Efficacy was evaluated by repeated measures MANOVA assessing changes in working memory index (WMI), processing speed index (PSI), text reading speed, and words/pseudowords reading accuracy. rPA treatment was significantly more effective than waitlist (p ≤ 0.001; ηp2 = 0.815). WMI, PSI, and reading speed increased in the intervention group only (p ≤ 0.001, ηp2 = 0.67; p ≤ 0.001, ηp2 = 0.58; p ≤ 0.001, ηp2 = 0.29, respectively). Although modest change was detected for words and pseudowords accuracy in the waitlist group only (words: p ≤ 0.001, d = 0.17, pseudowords: p = 0.028; d = 0.27), between-group differences were non-significant. rPA-coupled cognitive training enhances cognitive and reading abilities in adolescents with DD. This innovative approach could have implications for early remedial treatment.

Differential impact of reinforcement feedback on motor planning vs. error-based correction in visuomotor adaptation

Differential impact of reinforcement feedback on motor planning vs. error-based correction in visuomotor adaptation

The effects of mental fatigue on explicit and implicit contributions to visuomotor adaptation.

The goal of the current research was to establish the impact of mental fatigue on the contributions of explicit (i.e., conscious strategy) and implicit (unconscious) processes to visuomotor adaptation. Participants were divided into two groups, a Mental Fatigue (MF) group who completed a cognitively demanding 32-minute time load dual back task (TLDB), and a Control group who watched a documentary for a similar length of time. Following the TLDB task or documentary watching, participants trained to reach with a visuomotor distortion, such that cursor feedback was rotated 40º clockwise relative to hand motion. Explicit and implicit contributions to visuomotor adaptation were assessed following 3 blocks of 45 rotated reach training trials and again following a 20-minute rest. Levels of mental fatigue, as indicated on a self-report scale, increased significantly for the MF group following the TLDB task. The Control group did not display a similar increase in mental fatigue following the documentary watching. Results then revealed a decrease in visuomotor adaptation early in training for the MF group compared to the Control group, as well as decreased retention of visuomotor adaptation immediately following the 20-minute rest. Furthermore, correlational analyses revealed that greater levels of mental fatigue reported by participants in the MF group were associated with less explicit adaptation and greater implicit adaptation. Similar trends were not observed for the Control group. Taken together, the decreased visuomotor adaptation observed early in training, as well as the moderate correlation between increased mental fatigue and decreased explicit adaptation, suggest that mental fatigue decreases one's ability to engage in explicit processing, limiting the overall extent of initial visuomotor adaptation achieved.