The study aims to explore and compare motor and perceptual sequence learning in individuals who stutter and those who do not.
Participants included individuals who stutter and control group without stuttering.
Motor demands during sequence learning were minimized to assess intact abilities.
Tasks focused on both motor and perceptual sequence learning.
Individuals who stutter showed intact perceptual sequence learning abilities.
Motor sequence learning was impaired under high motor demands but intact when demands were minimized.
Abstract
Previous studies have indicated impaired motor sequence learning in people who stutter (PWS). The present study demonstrates that PWS retain intact sequence learning abilities when motor demands are minimized.