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Updated: May 12, 2026
The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
Published on: May 3, 2018
Intact procedural motor sequence learning in developmental coordination disorder
Caroline Lejeune1, Corinne Catale, Sylvie Willems
1Department of Psychology, Behavior and Cognition, Neuropsychology Unit, University of Liège, Belgium. c.lejeune@ulg.ac.be
Insights
Children with developmental coordination disorder (DCD) do not have procedural learning deficits. This study found DCD children performed equally to controls on a sequence learning task, challenging prior hypotheses.
Area of Science:
- Neuroscience
- Developmental Psychology
- Motor Learning
Background:
- Developmental Coordination Disorder (DCD) is characterized by motor difficulties.
- Previous research suggested procedural learning deficits in children with DCD.
- The underlying cause of DCD's impact on skill acquisition remains debated.
Purpose of the Study:
- To investigate procedural learning abilities in children with DCD.
- To determine if sequence learning deficits contribute to DCD.
- To re-evaluate the role of procedural learning in DCD.
Main Methods:
- A serial reaction time task was administered to 34 children (aged 6-12) with and without DCD.
- A touchscreen interface was used to mitigate perceptuomotor challenges.
- Performance on a procedural sequence learning task was assessed.
Main Results:
- Children with DCD demonstrated equivalent performance to control groups on the procedural sequence learning task.
- No significant difference in sequence learning was observed between children with and without DCD.
- The findings indicate intact procedural learning in children with DCD.
Conclusions:
- The hypothesis of a procedural learning deficit underlying DCD is challenged.
- Difficulties in DCD may stem from methodological factors, not inherent learning impairments.
- Future research should consider response modes in DCD studies.
Abstract:
The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6-12 years with and without DCD using the serial reaction time task, in which the standard keyboard was replaced by a touch screen in order to minimize the impact of perceptuomotor coordination difficulties that characterize this disorder. The results showed that children with DCD succeed as well as control children at the procedural sequence learning task. These findings challenge the hypothesis that a procedural learning impairment underlies the difficulties of DCD children in acquiring and automatizing daily activities. We suggest that the previously reported impairment of children with DCD on the serial reaction time task is not due to a sequence learning deficit per se, but rather due to methodological factors such as the response mode used in these studies.
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