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Hierarchy of Motor Control01:18

Hierarchy of Motor Control

The hierarchy of motor control refers to the different levels of organization and processing involved in controlling movement in the body. These levels range from higher cortical areas involved in planning and decision-making to lower spinal cord reflexes that respond automatically to external stimuli.

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Related Experiment Video

Updated: May 12, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

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

Research in Developmental Disabilities
|April 16, 2013
PubMed
Summary

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.

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Last Updated: May 12, 2026

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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.