What the visual system can learn from the non-dominant hand: The effect of graphomotor engagement on visual discrimination

Previous studies have demonstrated that engaging in graphomotor activity for creating graphemes can enhance their subsequent visual discrimination. This suggests a positive influence of the motor system on visual learning. However, existing studies have emphasized the dominant hand, which is superiorly dexterous in fine-motor movements. This near-exclusive focus prompts the inquiry of whether the observed perceptual facilitation is a general characteristic of the motor system, or specific to pathways controlling the skilled over-trained dominant hand. Furthermore, the mechanistic underpinning of visual facilitation from graphomotor training (i.e. the individual contribution of motor activity, temporal evolution of the visual trace, variability of visual output) remain unclear. To address these questions, we assessed visual discrimination capabilities of healthy right-handed participants (N=60) before and after graphomotor or visual training. Contrary to our initial expectation, graphomotor engagement with the non-dominant hand did not yield additional benefits to visual learning beyond those attainable through visual training alone. Moreover, graphomotor training with the non-dominant hand resulted in visual discrimination improvements comparable to those of dominant hand training, despite the inherent differences between hands in motor performance and in the amount of improvement in shape tracing throughout training. We conclude that the motor components of graphomotor activity may not be critical for visual learning of shapes through tracing activity. Instead, our results are in agreement with the symbolic theoretical account, suggesting that basic shape features required for discrimination can be acquired through visual inspection alone, providing a perspective on the improvements observed in prior studies. The study was supported by the Israel Science Foundation (grant No. 2392/19 to R.M.) The collaboration between MIT and TAU was supported by global seed funding from the Broshy Brain and Cognitive Sciences Fund for MIT-Israel collaborative studies. S. Ben-Ami was supported as a research fellow at the Minducate Science of Learning Research and Innovation Center, established by the Sagol School of Neuroscience, Tel Aviv University. notReviewed other