Explicit and implicit motor sequence learning in children and adults; the role of age and visual working memory |
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| Institution: | 1. Radboud University Nijmegen, Behavioural Science Institute, PO Box 9104, 6500 HE Nijmegen, The Netherlands;2. Radboud University Medical Center, Radboud Institute for Health Sciences, Scientific Institute for Quality of Healthcare, PO Box 9101, 6500 HB Nijmegen, The Netherlands;3. Centre for Disability & Development Research (CeDDR), Australian Catholic University, School of Psychology, Melbourne, Australia;1. Saarland University, Germany;2. Texas A&M University, United States;1. Department of Behavioural Sciences and Learning, Linköping University, SE-581 83 Linköping, Sweden;2. School of Psychology, Deakin University, Burwood (Melbourne), Victoria 3125, Australia;3. Department of Neuroscience, Georgetown University, Washington, DC 20057, USA;4. Department of Psychology, Georgetown University, Washington, DC 20007, USA;1. Department of Physical Therapy, Nagoya University Graduate School of Medicine, Nagoya, Japan;2. Japan Society for the Promotion of Science, Tokyo, Japan;3. Faculty of Welfare and Health Science, Oita University, Japan;4. Research Center for Child Mental Development, Kanazawa University, Kanazawa, Japan;5. Graduate School of Core Ethics and Frontier Sciences, Ritsumeikan University, Japan;1. Behavioural Science Institute, Radboud University Nijmegen, Montessorilaan 3, PO Box 9104, 6500 HE Nijmegen, The Netherlands;2. Centre for Disability and Development Research, Australian Catholic University, Melbourne, Australia;1. Behavioural Science Institute, Radboud University Nijmegen, Montessorilaan 3, PO Box 9104, 6500 HE Nijmegen, The Netherlands;2. Centre for Disability and Development Research, Australian Catholic University, Melbourne, Australia |
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| Abstract: | This study investigated explicit and implicit motor learning, and the influence of visual working memory (VWM) and age. Sixty children and 28 adults learned a nine-button sequence task explicitly and implicitly. Performance in explicit and implicit learning improved with age. Learning curves were similar across ages for implicit learning. In explicit learning, learning curves differed across ages: younger children started slower, but their learning rate was higher compared to older children. Learning curves were similar across VWM scores, but performance in explicit learning was positively influenced by VWM scores. Further research and implications for education and rehabilitation are discussed. |
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| Keywords: | Motor learning Implicit Explicit Child Working memory |
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