Perceptual Learning of Time-Compressed Speech: More than Rapid Adaptation

Background

Time-compressed speech, a form of rapidly presented speech, is harder to comprehend than natural speech, especially for non-native speakers. Although it is possible to adapt to time-compressed speech after a brief exposure, it is not known whether additional perceptual learning occurs with further practice. Here, we ask whether multiday training on time-compressed speech yields more learning than that observed during the initial adaptation phase and whether the pattern of generalization following successful learning is different than that observed with initial adaptation only.

Methodology/Principal Findings

Two groups of non-native Hebrew speakers were tested on five different conditions of time-compressed speech identification in two assessments conducted 10–14 days apart. Between those assessments, one group of listeners received five practice sessions on one of the time-compressed conditions. Between the two assessments, trained listeners improved significantly more than untrained listeners on the trained condition. Furthermore, the trained group generalized its learning to two untrained conditions in which different talkers presented the trained speech materials. In addition, when the performance of the non-native speakers was compared to that of a group of naïve native Hebrew speakers, performance of the trained group was equivalent to that of the native speakers on all conditions on which learning occurred, whereas performance of the untrained non-native listeners was substantially poorer.

Conclusions/Significance

Multiday training on time-compressed speech results in significantly more perceptual learning than brief adaptation. Compared to previous studies of adaptation, the training induced learning is more stimulus specific. Taken together, the perceptual learning of time-compressed speech appears to progress from an initial, rapid adaptation phase to a subsequent prolonged and more stimulus specific phase. These findings are consistent with the predictions of the Reverse Hierarchy Theory of perceptual learning and suggest constraints on the use of perceptual-learning regimens during second language acquisition.     

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills.     

Features of learning voluntary control of posture after pyramidal and nigrostriatal lesions

The study was aimed at investigation of a deficit of learning the center-of-pressure voluntary control in patients with lesions of corticospinal and nigrostriatal systems. Thirty three patients with Parkinson's disease and 20 patients with hemiparesis after cerebrovascular accidents in the MCA participated in the investigation. The subjects stood on a force platform and in the form of a computer game were trained to match the projection of the center of pressure (a cursor) with a target on the screen under the visual feedback control. Two different postural tasks were presented. In the first task the direction of the center-of-pressure shift was not known before, so the subject learned the general strategy of the center-pressure control. In the other task a precise postural coordination should be formed. The voluntary control of the center-of-pressure position was found to be impaired in both groups of patients. In the task of moving the center of pressure in various directions (general strategy), no differences in the initial deficit of the task performance were found between the groups, but the learning was more efficient in the group of hemiparetic patients. However, in the task with precise postural coordination, despite the greater initial deficit in the parkinsonian patients, the learning in this group of patients was substantially more efficient than in hemiparetic patients. The results suggest both common and different features of the involvement of the corticospinal and nigrostriatal systems in learning voluntary control of posture.     

Process of pigment cell differentiation in skin on the left and right sides of the Japanese flounder,Paralichthys olivaceus,during metamorphosis

Two groups of larvae of the Japanese flounder,Paralichthys olivaceus, were reared in the laboratory. The survivors of the first group (normal) showed normal pigmentation, and the second group (albinic) exhibited nearly complete pseudoalbinism after metamorphosis. The process of pigment cell differentiation on the left and right sides was observed mainly by transmission electron microscope (TEM) in relation to metamorphosis. In the normal group, chromatoblasts in the left side skin differentiated successfully, but those in the right side skin showed shrinkage and collapse during metamorphosis. Mucus cells are known as typical cells of ocular side skin in flatfish. The ratio of mucus cell density (left side/right side) increased from the onset of metamorphosis. These results suggest, some components of skin changed asymmetrically in process of metamorphosis before differences in fine structures of chromatoblasts were detected between the left and right sides of the normal group. However, in the albinic group, the same process of chromatoblast collapse occurred on the left and right sides, and there was no change in the ratio of mucus cell density during metamorphosis.     

Estrogen replacement enhances acquisition of a spatial memory task and reduces deficits associated with hippocampal muscarinic receptor inhibition

A delayed matching-to-position (DMP) T-maze task was used to examine the effects of estrogen replacement on spatial learning and memory, as well as the ability of estrogen replacement to reduce performance deficits produced by acute systemic and intrahippocampal muscarinic cholinergic inhibition. Two experiments were performed. In Experiment 1, ovariectomized animals were trained to criterion on the DMP task and then tested with increased intertrial delays and following systemic scopolamine administration. The animals then received either continuous estrogen replacement or sham surgery and were retested beginning 10 days later. In Experiment 2, ovariectomized animals received guide cannulae implanted bilaterally into the hippocampus. Half of these animals also began receiving continuous estrogen replacement. Two months later, the animals were trained on the DMP task and then tested with increased intertrial delays and following systemic as well as intrahippocampal scopolamine administration. Animals received the same test battery 8 months later and were then immediately trained on a reversal task. The results indicate that estrogen-treated animals acquired the DMP task at a significantly faster rate than the ovariectomized, non-estrogen-treated controls. In addition, estrogen replacement significantly reduced deficits in DMP performance produced by intrahippocampal, but not systemic, scopolamine administration. This occurred when animals were tested after 3.5 months, as well as after 12 months, of continuous estrogen replacement. No evidence for an effect of estrogen replacement on spatial working memory or reversal learning was detected. These findings demonstrate that estrogen replacement can enhance acquisition of a spatial memory task and reduce performance deficits associated with hippocampal cholinergic impairment.     

Rethinking motor learning and savings in adaptation paradigms: model-free memory for successful actions combines with internal models

Although motor learning is likely to involve multiple processes, phenomena observed in error-based motor learning paradigms tend to be conceptualized in terms of only a single process: adaptation, which occurs through updating an internal model. Here we argue that fundamental phenomena like movement direction biases, savings (faster relearning), and interference do not relate to adaptation but instead are attributable to two additional learning processes that can be characterized as model-free: use-dependent plasticity and operant reinforcement. Although usually "hidden" behind adaptation, we demonstrate, with modified visuomotor rotation paradigms, that these distinct model-based and model-free processes combine to learn an error-based motor task. (1) Adaptation of an internal model channels movements toward successful error reduction in visual space. (2) Repetition of the newly adapted movement induces directional biases toward the?repeated movement. (3) Operant reinforcement through association of the adapted movement with successful error reduction is responsible for savings.     

Retention of Memory through Metamorphosis: Can a Moth Remember What It Learned As a Caterpillar?

Insects that undergo complete metamorphosis experience enormous changes in both morphology and lifestyle. The current study examines whether larval experience can persist through pupation into adulthood in Lepidoptera, and assesses two possible mechanisms that could underlie such behavior: exposure of emerging adults to chemicals from the larval environment, or associative learning transferred to adulthood via maintenance of intact synaptic connections. Fifth instar Manduca sexta caterpillars received an electrical shock associatively paired with a specific odor in order to create a conditioned odor aversion, and were assayed for learning in a Y choice apparatus as larvae and again as adult moths. We show that larvae learned to avoid the training odor, and that this aversion was still present in the adults. The adult aversion did not result from carryover of chemicals from the larval environment, as neither applying odorants to naïve pupae nor washing the pupae of trained caterpillars resulted in a change in behavior. In addition, we report that larvae trained at third instar still showed odor aversion after two molts, as fifth instars, but did not avoid the odor as adults, consistent with the idea that post-metamorphic recall involves regions of the brain that are not produced until later in larval development. The present study, the first to demonstrate conclusively that associative memory survives metamorphosis in Lepidoptera, provokes intriguing new questions about the organization and persistence of the central nervous system during metamorphosis. Our results have both ecological and evolutionary implications, as retention of memory through metamorphosis could influence host choice by polyphagous insects, shape habitat selection, and lead to eventual sympatric speciation.     

Learning to Obtain Reward,but Not Avoid Punishment,Is Affected by Presence of PTSD Symptoms in Male Veterans: Empirical Data and Computational Model

Post-traumatic stress disorder (PTSD) symptoms include behavioral avoidance which is acquired and tends to increase with time. This avoidance may represent a general learning bias; indeed, individuals with PTSD are often faster than controls on acquiring conditioned responses based on physiologically-aversive feedback. However, it is not clear whether this learning bias extends to cognitive feedback, or to learning from both reward and punishment. Here, male veterans with self-reported current, severe PTSD symptoms (PTSS group) or with few or no PTSD symptoms (control group) completed a probabilistic classification task that included both reward-based and punishment-based trials, where feedback could take the form of reward, punishment, or an ambiguous “no-feedback” outcome that could signal either successful avoidance of punishment or failure to obtain reward. The PTSS group outperformed the control group in total points obtained; the PTSS group specifically performed better than the control group on reward-based trials, with no difference on punishment-based trials. To better understand possible mechanisms underlying observed performance, we used a reinforcement learning model of the task, and applied maximum likelihood estimation techniques to derive estimated parameters describing individual participants’ behavior. Estimations of the reinforcement value of the no-feedback outcome were significantly greater in the control group than the PTSS group, suggesting that the control group was more likely to value this outcome as positively reinforcing (i.e., signaling successful avoidance of punishment). This is consistent with the control group’s generally poorer performance on reward trials, where reward feedback was to be obtained in preference to the no-feedback outcome. Differences in the interpretation of ambiguous feedback may contribute to the facilitated reinforcement learning often observed in PTSD patients, and may in turn provide new insight into how pathological behaviors are acquired and maintained in PTSD.     

Ethanol seeking by long evans rats is not always a goal-directed behavior

Background

Two parallel and interacting processes are said to underlie animal behavior, whereby learning and performance of a behavior is at first via conscious and deliberate (goal-directed) processes, but after initial acquisition, the behavior can become automatic and stimulus-elicited (habitual). With respect to instrumental behaviors, animal learning studies suggest that the duration of training and the action-outcome contingency are two factors involved in the emergence of habitual seeking of “natural” reinforcers (e.g., sweet solutions, food or sucrose pellets). To rigorously test whether behaviors reinforced by abused substances such as ethanol, in particular, similarly become habitual was the primary aim of this study.

Methodology/Principal Findings

Male Long Evans rats underwent extended or limited operant lever press training with 10% sucrose/10% ethanol (10S10E) reinforcement (variable interval (VI) or (VR) ratio schedule of reinforcement), or with 10% sucrose (10S) reinforcement (VI schedule only). Once training and pretesting were complete, the impact of outcome devaluation on operant behavior was evaluated after lithium chloride injections were paired with the reinforcer, or unpaired 24 hours later. After limited, but not extended instrumental training, lever pressing by groups trained under VR with 10S10E and under VI with 10S was sensitive to outcome devaluation. In contrast, responding by both the extended and limited training 10S10E VI groups was not sensitive to ethanol devaluation during the test for habitual behavior.

Conclusions/Significance

Operant behavior by rats trained to self-administer an ethanol-sucrose solution showed variable sensitivity to a change in the value of ethanol, with relative insensitivity developing sooner in animals that received time-variable ethanol reinforcement during training sessions. One important implication, with respect to substance abuse in humans, is that initial learning about the relationship between instrumental actions and the opportunity to consume ethanol-containing drinks can influence the time course for the development or expression of habitual ethanol seeking behavior.     

Social learning of a novel foraging patch in families of free-living Florida scrub-jays

Free-living juvenile Florida scrub-jays, Aphelocoma coerulescens, learned to forage in a novel patch (the centre of a ring) when in proximity to other family members that foraged successfully. We were able to distinguish the contributions of social learning and of individual learning, and to show that social learning occurred. The foraging task required individual jays to dig for peanut bits (chopped fragments) buried in sand in the centre of a 33-cm plastic ring. Jays were trained in their family groups to perform the task during a summer season, and were allowed to perform the task in the presence of juveniles (aged 40-85 days) in later years. Jays living in 18 control families received partial exposure to the training situation, but received no exposure to the ring before being presented with the task in the presence of their young. Juveniles in 16 families with trained jays were able to witness demonstrations and to scrounge peanut pieces from the models as they completed the task. These 41 juveniles learned more of the task than the 33 juveniles in control families. Seven juvenile jays and two older, nonbreeding jays in the trained families completed the task at least once, whereas no jays in control families completed the task. A modified task that prevented snatching also prevented transmission of the complete task, although the 22 juveniles that observed the modified task learned more of the task than the 33 control juveniles. Further analysis indicated that demonstrations had their greatest effect in increasing the probability that juveniles would enter the ring. Copyright 2000 The Association for the Study of Animal Behaviour.     

The production and generalization of large-magnitude heart rate deceleration by contingently faded biofeedback

Eight subjects were taught to decrease their heart rates via biofeedback training. Four of these received contingently faded, beat-by-beat analogue feedback and contingent reinforcement each time their performance met a specified and adjusting criterion. The other four received continuous, beat-by-beat analogue feedback, but not the contingent reinforcement. Subjects in the two groups were yoked to ensure equal densities of reinforcement. Subjects in the first group were asked to decrease heart rates 15% from baseline and were then trained using only 75%, 50% and 25% of beat-by-beat feedback. It was hypothesized that the immediate reinforcement of appropriate behavior and the contingent fading(following mastery) of feedback would aid in the generalization of the response. Following completion of all criterion steps or 10 training sessions, whichever came first, all subjects were tested with no feedback and no contingent reinforcement. The group receiving contingently faded feedback training showed a significantly greater heart rate decrease in the training sessions and also the test session. These results were interpreted as indicating that biofeedback can be conceptualized as an operant conditioning paradigm, and that the use of operant techniques may help subjects produce clinically significant changes.This research was supported in part by a grant to Robert J. Gatchel from the National Heart, Lung, and Blood Institute (Grant No. NIH HL 21426-01).     

The effects of phencyclidine on operant behavior in the rat: biphasic effect and tolerance development

Rats were trained to respond on a variable interval 60 sec (VI-60) schedule of water reinforcement. Phencyclidine (PCD) in doses of 0.25, 0.5, and 1.0 mg/kg i.p. increased response rates, respectively, to 118%, 140%, and 143% of the control rates. In contrast, doses of 2.0 and 4.0 mg/kg decreased response rates to 73% and 6% of the control rates. In the tolerance study, one group of rats received daily treatments of 4.0 mg/kg PCD immediately prior to the operant session, while a second group received the same daily dose of PCD after the operant session. When both groups of animals were treated prior to the operant session on a test day, they both displayed complete tolerance to the rate depressant effect of PCD. These results indicate that the observed tolerance to PCD was not dependent on behavioral compensatory mechanisms.     

Operant GSR conditioning with cool air reinforcement.

Two groups of 20 Ss each run individually in a soundproff chamber heated to 115 F and humidified to 100%. Ss in the experimental group received brief presentation of cool air contingent upon wmitted GSRs during 20 min of acquisition. Control Ss were matched on at a time in operant rate and were yoked one at a time to receive the cool air on a response-independent schedule. Both groups increased significantly in rate of unelicited GSRs during acquisition, with the experimental Ss' curve rising more rapidly and both groups attaining equivalent terminal levels. During extinction, the groups maintained high levels of responding and did not differ. Examination of basal skin conductance data ruled our an activation hypothesis. In the control Ss, terminal response frequency was significantly correlated with percentage of fortuitous response-contigent reinforcement. It was concluded that both croups were conditioned, with the controls receiving intermittent reinforcement sufficiently often to elevate their responding. The cool air was judged to be an effective reinforcer of unelicited GSRs, perhaps more effective than those used in previous studies.     

水位变化影响蝌蚪存活、形态表型和植物血凝素反应

为探究黑斑侧褶蛙蝌蚪形态和生理特征对水位变化的响应,对480只大小相似的蝌蚪进行快速、中速和慢速干涸处理,统计各发育时期时长和存活率,测定变态完成后幼蛙的身体和内脏器官大小,以及对植物血凝素(PHA-P)的反应。结果表明: 对照组蝌蚪的变态时长最长,显著长于快速、中速和慢速干涸组;不同处理变态存活率在72.5%～90.8%,其中对照组最高,快速干涸组最低。对照和慢速干涸组幼蛙的体重和体长均显著高于中速和快速干涸组,快速干涸组体宽、体重与体长的比值、胴体湿重以及肺和脂肪体的湿重系数均最低,但心、脾、肾和消化器官的湿重系数和消化道各段的长度系数均无明显的组间差异。不同处理幼蛙对PHA-P的最大反应值均出现于注射后3 h,且中速和慢速干涸组的最大反应值均显著高于对照组,而快速干涸组与各组均无显著差异。表明黑斑侧褶蛙蝌蚪可通过加速变态发育进程来应对干旱胁迫,但会出现个体变小、细胞介导的免疫能力下降,不利于其成功登陆。     

Relationship of density to growth and metamorphosis of caged larval sea lampreys, Petromyzon marinus Linnaeus, in Michigan streams

Larval sea lampreys, Petromyzon marinus , of the 1976 year class were studied between May 1977 and October 1981 in five Michigan streams to determine the relationship of density to growth and metamorphosis. Two cages were placed in each stream; one cage contained 25 larvae (low density group) and the other 75 larvae (high density group). Changes in body length, as an indicator of growth, were monitored in all streams from age I to V. Mean lengths ranged from 25 to 55 mm at the beginning of the study and from 102 to 158 mm at the end. Some ammocoetes attained lengths greater than 160 mm. Growth was related mainly to density; crowding affected growth from age I to metamorphosis. Mean increases of total length ranged from 90 to 128 mm among low-density groups and from 54 to 97 mm among high-density groups. Growth was typically greater in the cage with fewer lampreys in each stream. Most growth occurred from May to October when stream temperatures were highest. In two streams in which cages were not vandalized, 96% and 92% of the lampreys in the low-density groups and 68% and 52% in the high-density groups survived to age V. Metamorphosis occurred at age V in low-density groups. Five lampreys (2.4%; range, 133–145 mm long) metamorphosed among the 207 that survived until completion of the study.     

Discrete-trial vs. continuous free-operant procedures in assessing whether reinforcement context affects reinforcement value

Pigeons were trained to respond to two alternating concurrent reinforcement schedules. The reinforcement probabilities were .05 and .10 in one component, and .10 and .20 in the other. In one condition, the pigeons received training on a discrete-trial procedure in which the keylights remained illuminated for 5s or until a response occurred. In another condition, pigeons received training on a procedure in which the reinforcement contingencies were the same as in the discrete-trial procedure, but the stimuli were not turned off after 5s or after a response. Following training in each condition, probe tests were presented. In both conditions, the .20 alternative was, overall, preferred to the .05 alternative during probe tests. Following discrete-trial training, there was no reliable preference between the two .10 alternatives. However, when the stimuli remained illuminated during the intertrial interval periods during training, probe tests results showed preference for the .10 alternative that had been presented in the leaner context during training. The pattern of results is consistent with the notion that probe preference can be influenced both by the absolute reinforcement schedules associated with each alternative, as well as changeover behavior developed during training.     

Instructed heart rate control

Forty subjects participated in an experiment designed to test the effects of different feedback displays on instructed heart rate speeding and slowing. One group of subjects received information about interpulse interval length every beat. This display included specific information about when systole occurred, in addition to information about performance relative to a criterion. Two other groups received similar information about performance, but their displays were not triggered by systole; rather, information about average interpulse interval was presented either every second or every 6 seconds. A fourth group of subjects participated in a perceptual motor task in which no instructions were given to control heart rate.Results indicated that the instructed subjects generated significantly greater heart rate speeding than slowing. Groups receiving feedback produced greater changes when compared to the control group only during the speeding seassions. No differences among feedback groups were present in the slowing task. During speeding, the 1-second group's performance deteriorated dramatically in the second session. The results suggested that, in the context of a feedback task, it is information about the occurrence of systole that facilitates heart rate speeding. Real-time displays are less facilitating of heart rate change and may disrupt speeding performance when information is presented at certain critical frequencies. Slowing performance was again shown to be unrelated to information frequency or reinforcement rate.     

Failure to produce taste-aversion learning in rats exposed to static electric fields and air ions

Taste-aversion (TA) learning was measured to determine whether exposure to high-voltage direct current (HVdc) static electric fields can produce TA learning in male Long Evans rats. Fifty-six rats were randomly distributed into four groups of 14 rats each. All rats were placed on a 20 min/day drinking schedule for 12 consecutive days prior to receiving five conditioning trials. During the conditioning trials, access to 0.1 % sodium saccharin-flavored water was given for 20 min, followed 30 min later by one of four treatments. Two groups of 14 rats each were individually exposed to static electric fields and air ions, one group to +75 kV/m (+2 × 10⁵ air ions/cm³) and the other group to ?75 kV/m (-2 × 10⁵ air ions/cm³). Two other groups of 14 rats each served as sham-exposed controls, with the following variation in one of the sham-exposed groups: This group was subdivided into two subsets of seven rats each, so that a positive control group could be included to validate the experimental design. The positive control group (n = 7) was injected with cyclophosphamide 25 mg/kg, i.p., 30 min after access to saccharin-flavored water on conditioning days, whereas the other subset of seven rats was similarly injected with an equivalent volume of saline. Access to saccharin-flavored water on conditioning days was followed by the treatments described above and was alternated daily with water “recovery” sessions in which the rats received access to water for 20 min in the home cage without further treatment. Following the last water-recovery session, a 20 min, two-bottle preference test (between water and saccharin-flavored water) was administered to each group. The positive control group did show TA learning, thus validating the experimental protocol. No saccharin-flavored water was consumed in the two-bottle preference test by the cyclophosphamide-injected, sham-exposed group compared to 74% consumed by the saline-injected sham-exposed controls (P <.0001). Saccharin-preference data for the static field-exposed groups showed no TA learning compared to data for sham-exposed controls. In summary, exposure to intense static electric fields and air ions did not produce TA learning as assessed by this particular design. © 1995 Wiley-Liss, Inc.     

A parameter control method in reinforcement learning to rapidly follow unexpected environmental changes

In order to rapidly follow unexpected environmental changes, we propose a parameter control method in reinforcement learning that changes each of learning parameters in appropriate directions. We determine each appropriate direction on the basis of relationships between behaviors and neuromodulators by considering an emergency as a key word. Computer experiments show that the agents using our proposed method could rapidly respond to unexpected environmental changes, not depending on either two reinforcement learning algorithms (Q-learning and actor-critic (AC) architecture) or two learning problems (discontinuous and continuous state-action problems).     

Effects of Visual Feedback-Induced Variability on Motor Learning of Handrim Wheelchair Propulsion

BackgroundIt has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process.Methods17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1^st 4-min block) and optimize it in the prescribed direction (2^nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability.ResultsThe feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group.ConclusionThese results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability.