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Related Experiment Video

Updated: Sep 2, 2025

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

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

Published on: May 3, 2018

Differences in implicit motor learning between adults who do and do not stutter.

Fiona Höbler¹, Tali Bitan², Luc Tremblay³

¹Rehabilitation Sciences Institute, Temerty Faculty of Medicine, University of Toronto, 160-500 University Avenue, Toronto, ON, M5G 1V7, Canada; Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto, 160-500 University Avenue, Suite 160, Toronto, ON, M5G 1V7, Canada.

Neuropsychologia

|August 5, 2022

Summary

This summary is machine-generated.

Adults who stutter (AWS) showed differences in implicit motor learning compared to adults who do not stutter (ANS). Male AWS demonstrated slower learning speeds and reduced sequence-specific gains on a finger-sequencing task.

Keywords:

Implicit learning Motor sequence learning Procedural learning Serial reaction time Stuttering

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Area of Science:

Neuroscience
Speech-Language Pathology
Motor Learning

Background:

Implicit learning is crucial for acquiring motor skills and refining perceptual-motor systems without conscious effort.
Understanding implicit learning differences can illuminate motor learning variations in individuals who stutter.

Purpose of the Study:

To investigate implicit finger-sequencing skills in adults who stutter (AWS) and adults who do not stutter (ANS).
To explore how implicit learning contributes to motor learning differences in people who stutter.

Main Methods:

An Alternating Serial Reaction Time task was used to assess implicit finger-sequencing skills.
Participants included adults who stutter (AWS) and adults who do not stutter (ANS).

Main Results:

All participants exhibited significant sequence-specific learning in performance speed.
Male AWS were slower and showed fewer sequence-specific learning gains than ANS.
AWS performed the task with greater overall accuracy than ANS, despite no accuracy gains.

Conclusions:

Findings suggest sex-based differences in developmental stuttering experiences.
Implications for acquiring complex motor skills and updating speech motor plans in AWS.
Highlights potential differences in perceptual-motor system fine-tuning for individuals who stutter.