Preliminary evidence of an association between spontaneous kicking and learning in infants between 3-4 months of age
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Updated: Dec 5, 2025

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
Published on: June 1, 2015
Chao-Ying Chen1, Toni Harrison2, Mike McNally3
1Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.
Insights
Infant kicking patterns, like unilateral kicking, correlate with learning abilities. Early movement experiences and feedback are vital for infant motor development and cognitive growth.
Area of Science:
- Developmental neuroscience
- Motor control in infants
- Infant learning and cognition
Background:
- Infant kicking timing and coordination may support learning and cognitive development.
- Understanding spontaneous kicking is key to infant motor skill acquisition.
Purpose of the Study:
- To examine spontaneous infant kicking.
- To associate kicking changes during a learning task with spontaneous kicking in typically developing infants.
Main Methods:
- 3D motion capture analyzed infant kicking parameters (inter-limb, intra-limb, spatiotemporal).
- A mobile paradigm assessed learning via kicking-induced reinforcement.
- Statistical analyses included Friedman tests and Spearman's rank correlation.
Main Results:
- A negative correlation was found between unilateral kicking and kicking rate during extinction.
- A trend suggested a positive correlation between hip-ankle joint dissociation and learning acquisition.
Conclusions:
- Exploratory kicking behaviors linked to visual/auditory feedback may reflect lower extremity movement control.
- External feedback can enhance infant motor development and learning.
- Further research is needed on motor behaviors' role in broader infant development.
Background:
The timing and coordination of infant kicking may allow for activities that facilitate learning and cognitive development.
Objective:
This study examined spontaneous kicking and associations with changes in kicking during a learning paradigm in typically developing infants.
Methods:
Ten healthy full-term infants participated in two experiments at 3 months of age: spontaneous kicking and the mobile paradigm. The inter-limb, intra-limb, and spatiotemporal parameters during spontaneous kicking were collected by 3D motion capture. Learning was measured in the mobile paradigm where an infant's leg was tethered to an overhead mobile. The mobile offered visual and auditory reinforcement when the infant kicked. Changes in kicking rate indicate learning. Friedman tests were used to determine the dominant inter-/intra-limb kicking patterns. Spearman's rank correlation coefficients were used to assess the correlations between spontaneous kicking and performance in the mobile paradigm.
Results:
A significant negative correlation (r = -0.72, p = 0.03) was observed between the percentages of unilateral kicking and normalized kicking rate during the extinction phase of the paradigm. There was a trend of positive correlation (r = 0.58, p < 0.10) between dissociated hip-ankle joint coupling and the last three-minute of the acquisition phase of the paradigm.
Conclusion:
Exploratory kicking behaviors elicited by visual and auditory feedback may be related to lower extremity movement control. Enhancing movement experience through appropriate external feedback may be critical in treatment programs to support infant development. Future studies to assess how exploratory motor behaviors contribute to development in motor and other domains are warranted.
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