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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Related Experiment Video

Updated: May 13, 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

Differences in Motor and Perceptual Sequence Learning Between People Who Stutter and People Who Do Not Stutter.

Qianying Ma1,2,3, Ke Chen1, Chen Wang1

  • 1Cognitive Science and Allied Health School, Beijing Language and Culture University, Beijing, China.

Psych Journal
|May 12, 2026
PubMed
Summary

People who stutter (PWS) show normal motor sequence learning when the task

Keywords:
motor learningperceptual learningserial reaction time taskstuttering

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Area of Science:

  • Neuroscience
  • Speech-language pathology

Background:

  • Previous research suggests motor sequence learning deficits in people who stutter (PWS).
  • Understanding the nature of these potential deficits is crucial for developing targeted interventions.

Purpose of the Study:

  • To investigate whether people who stutter (PWS) exhibit intact motor sequence learning under conditions with reduced motor demands.
  • To clarify the relationship between stuttering and motor learning abilities.

Main Methods:

  • A sequence learning task was administered to participants who stutter and neurotypical controls.
  • Motor demands of the task were systematically minimized to isolate cognitive components of learning.

Main Results:

  • People who stutter (PWS) demonstrated preserved sequence learning abilities when motor demands were low.
  • This suggests that motor execution complexity may not be the primary factor underlying previously observed learning impairments.

Conclusions:

  • Motor sequence learning in people who stutter (PWS) is intact when motor execution requirements are minimal.
  • The findings challenge the notion of a generalized motor deficit in stuttering and highlight the importance of task-specific demands.