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Related Experiment Video

Updated: Mar 10, 2026

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

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Implicit and explicit motor sequence learning in children born very preterm.

Marjolein Jongbloed-Pereboom1, Anjo J W M Janssen2, K Steiner3

  • 1Radboud University Nijmegen, Behavioural Science Institute, PO Box 9104, 6500 HE Nijmegen, The Netherlands.

Research in Developmental Disabilities
|December 9, 2016
PubMed
Summary
This summary is machine-generated.

Very preterm children learned motor skills implicitly and explicitly, with visual working memory aiding both. These findings suggest current theories on motor learning and working memory may need revision.

Keywords:
ExplicitImplicitMotor learningPreterm birthWorking memory

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Motor Learning

Background:

  • Motor skills are acquired through explicit (working memory-dependent) or implicit (working memory-independent) learning.
  • Children born very preterm (VPT) often exhibit working memory deficits, potentially impacting explicit motor skill acquisition.
  • This study examines motor learning in VPT children, considering their working memory status.

Purpose of the Study:

  • To investigate implicit and explicit motor learning in VPT children and typically developing controls.
  • To explore the role of working memory (WM) in modulating motor learning processes in these groups.

Main Methods:

  • A comparative study involving three groups of children aged 6-9 years: VPT with motor problems, VPT without motor problems, and controls.
  • Participants learned a nine-button motor sequence implicitly and explicitly.
  • Visual working memory capacity was assessed.

Main Results:

  • All groups demonstrated learning in both implicit and explicit conditions, indicated by reduced movement time.
  • Explicit learning was further evidenced by error reduction over time.
  • Visual working memory positively influenced both implicit and explicit motor performance.

Conclusions:

  • Very preterm birth and motor difficulties did not impede implicit or explicit motor learning.
  • Visual working memory positively correlated with performance in both learning types but did not alter learning rates.
  • The findings challenge established distinctions between implicit and explicit motor learning and the proposed role of visual working memory.