Explicit Motor Sequence Learning Research Articles

Training-related changes in neural beta oscillations associated with implicit and explicit motor sequence learning

Many motor actions we perform have a sequential nature while learning a motor sequence involves both implicit and explicit processes. In this work, we developed a task design where participants concurrently learn an implicit and an explicit motor sequence across five training sessions, with EEG recordings at sessions 1 and 5. This intra-subject approach allowed us to study training-induced behavioral and neural changes specific to the explicit and implicit components. Based on previous reports of beta power modulations in sensorimotor networks related to sequence learning, we focused our analysis on beta oscillations at motor-cortical sites. On a behavioral level, substantial performance gains were evident early in learning in the explicit condition, plus slower performance gains across training sessions in both explicit and implicit sequence learning. Consistent with the behavioral trends, we observed a training-related increase in beta power in both sequence learning conditions, while the explicit condition displayed stronger beta power suppression during early learning. The initially stronger beta suppression and subsequent increase in beta power specific to the explicit component, correlated with enhanced behavioral performance, possibly reflecting higher cortical excitability. Our study suggests an involvement of motor-cortical beta oscillations in the explicit component of motor sequence learning.

Motor learning and performance in schizophrenia and aging: two different patterns of decline

Psychomotor slowing has consistently been observed in schizophrenia, however research on motor learning in schizophrenia is limited. Additionally, motor learning in schizophrenia has never been compared with the waning of motor learning abilities in the elderly. Therefore, in an extensive study, 30 individuals with schizophrenia, 30 healthy age-matched controls and 30 elderly participants were compared on sensorimotor learning tasks including sequence learning and adaptation (both explicit and implicit), as well as tracking and aiming. This paper presents new findings on an explicit motor sequence learning task, an explicit verbal learning task and a simple aiming task and summarizes all previously published findings of this large investigation. Individuals with schizophrenia and elderly had slower Movement Time (MT)s compared with controls in all tasks, however both groups improved over time. Elderly participants learned slower on tracking and explicit sequence learning while individuals with schizophrenia adapted slower and to a lesser extent to movement perturbations in adaptation tasks and performed less well on cognitive tests including the verbal learning task. Results suggest that motor slowing is present in schizophrenia and the elderly, however both groups show significant but different motor skill learning. Cognitive deficits seem to interfere with motor learning and performance in schizophrenia while task complexity and decreased movement precision interferes with motor learning in the elderly, reflecting different underlying patterns of decline in these conditions. In addition, evidence for motor slowing together with impaired implicit adaptation supports the influence of cerebellum and the cerebello-thalamo-cortical-cerebellar (CTCC) circuits in schizophrenia, important for further understanding the pathophysiology of the disorder.

Involvement of the prefrontal cortex in motor sequence learning: A functional near-infrared spectroscopy (fNIRS) study

Our previous functional near-infrared spectroscopy (fNIRS) study on motor sequence learning (Polskaia et al., 2020) did not detect the same decrease in activity in the left dorsolateral prefrontal cortex (DLPFC) associated with movement automaticity, as reported by Wu et al. (2004). This was partly attributed to insufficient practice time to reach neural efficiency. Therefore, we sought to expand on our previous work to better understand the contribution of the prefrontal cortex (PFC) to motor sequence learning by examining learning across a longer period of time. Participants were randomly assigned to one of two groups: control or trained. fNIRS was acquired at three time points: pre-test, post-test, and retention. Participants performed four sequences (S1, S2, S3, and S4) of right-hand finger tapping. The trained group also underwent four days of practice of S1 and S2. No group differences in the left DLPFC and ventrolateral (VLPFC) were found between sessions for S1 and S2. Our findings revealed increased contribution from the right VLPFC in post-test for the trained group, which may reflect the active retrieval of explicit information from long-term memory. Our results suggest that despite additional practice time, explicit motor sequence learning requires the continued involvement of the PFC.

Severe publication bias contributes to illusory sleep consolidation in the motor sequence learning literature.

We explored the possibility of publication bias in the sleep and explicit motor sequence learning literature by applying precision effect test (PET) and precision effect test with standard errors (PEESE) weighted regression analyses to the 88 effect sizes from a recent comprehensive literature review (Pan & Rickard, 2015). Basic PET analysis indicated pronounced publication bias; that is, the effect sizes were strongly predicted by their standard error. When variables that have previously been shown to both moderate the sleep gain effect and substantially reduce unaccounted for effect size heterogeneity were included in that analysis, evidence for publication bias remained strong. The estimated postsleep gain was negative, suggesting forgetting rather than facilitation, and it was statistically indistinguishable from the estimated postwake gain. In a qualitative review of a smaller group of more recent studies we observed that (a) small sample sizes-a major factor behind the publication bias-are still the norm, (b) use of demonstrably flawed experimental design and analysis remains prevalent, and (c) when authors conclude in favor of sleep-dependent consolidation, they frequently do not cite the articles in which those methodological flaws have been demonstrated. We conclude that there is substantial publication bias, that there is no consolidation-based, absolute performance gain following sleep, and that strong conclusions regarding the hypothesis of less forgetting after sleep than after wakefulness should await further research. Recommendations are made for reducing publication bias in future work. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Habitual or hyper-controlled behavior: OCD symptoms and explicit sequence learning

Background and objectivesThis study examined whether ritualistic behaviors characteristic of obsessive-compulsive disorder (OCD) are a product of dysfunctional goal-directed behavior leading to habitual behavior (Gillan & Robbins, 2014). We used an explicit motor sequence learning task to investigate the repetition of chunked action sequences across the OC spectrum. As sequential motor behavior is practiced, action movements appear to get bundled together, and the initial movement of the sequence activates the entire sequence, leaving it relatively insensitive to change. Therefore, compulsive behavior in OCD may be a result of failing to inhibit the full activation of an extensively learned action sequence. Methods: Fifty-seven participants across the range of OCD symptoms practiced one sequence and then tested on a novel sequence in which one of the middle movements was omitted. Optimal performance for the new sequence required goal-directed inhibition of the original sequence and goal-directed execution of the new sequence instead. To manipulate activation of goal-directed behavior, we added a dual-task condition with a competing auditory tonal N-Back task. Data were analyzed using mixed-effects models. Results: Although we did observe expected learning patterns during learning of the original sequence, slower reaction times for the new sequences, and higher errors in the dual-task condition, performance was not significantly related to either obsessive-compulsive symptoms or distress symptoms. Limitations: The current study used an analog sample; replication in a treatment seeking sample is warranted. Conclusions: These findings challenge the goal-directed dysfunction model of OCD.

Single session transcranial direct current stimulation to the primary motor cortex fails to enhance early motor sequence learning in Parkinson’s disease

IntroductionExplicit motor sequence learning is impaired in Parkinson’s disease (PD). Transcranial direct current stimulation (tDCS) applied over the motor cortex in healthy can improve explicit motor learning, but comparative effects in PD are unknown. This exploratory study aims to examine the effect of single session tDCS on explicit motor sequence learning in PD. MethodsThirty-three people with mild to moderate PD learnt a short and long finger tapping sequence with their right hand. Participants received either anodal, cathodal, or sham tDCS applied over the left primary motor cortex during task practice. Single- and dual-task finger tapping performance was assessed before and after task practice and functional near-infrared spectroscopy used to measure task related changes of oxygenated haemoglobin. ResultsFinger tapping performance of short and long sequences under single-task conditions significantly improved following practice (p = 0.010 and p < 0.001, respectively). A condition-by-time interaction trend was observed for the long finger tapping sequence (p = 0.069) driven by improved performance in the cathodal (p = 0.001) and sham (p < 0.001) tDCS conditions, but not anodal tDCS (p = 0.198). The primary and premotor cortex and supplementary motor area were active in all tasks. No interaction or main effects were observed for task related changes of oxygenated haemoglobin. ConclusionsPD patients retain the capacity to learn an explicit sequence of movements. Motor cortex tDCS does not improve explicit motor learning in PD and anodal tDCS may even suppress the rate of learning.

P 36. rTMS-induced offline-modulation of premotor-motor interaction after motor sequence learning does not affect consolidation

Introduction. The acquisition of novel motor skills depends on active training and further offline processing of the motor engram (i.e., consolidation). Previous studies suggest an essential role of post-training corticospinal excitability (CSE) for the induction of offline motor memory consolidation. Furthermore, it was shown that the interaction of the primary motor cortex (M1) and the premotor cortex (PMC) after training affects the consolidation process. In this study, we modulated the post-training interaction of M1 and PMC by applying inhibitory repetitive transcranial magnetic stimulation (rTMS) and investigated the effects on CSE and consolidation. Methods. 48 healthy, right-handed subjects (age 22.13 ± 3.2 a) were assigned to 3 groups. All participants practiced an explicit motor sequence learning task with their right hand. Immediately after training, participants received 1 Hz rTMS to either left M1, left PMC, or sham stimulation. Motor evoked potentials (MEP) were recorded before training and after rTMS. Task performance was retested eight hours after the end of stimulation to assess offline performance changes. Task performance was assessed using a performance index (PI) that integrated speed and accuracy of sequence execution. Consolidation was quantified as the difference of task performance at the end of the training session compared to the beginning of the retest (mean PI of 4 blocks each). Results. In terms of changes of MEP amplitudes, rmANOVA revealed an interaction of factors group*time ( p = 0.001). When applied to M1, rTMS induced a decrease of CSE compared to the pre-training assessments ( p = 0.007), whereas stimulation of the PMC led to an increase of MEP amplitudes ( p = 0.009). No relevant change of corticospinal excitability was seen after sham stimulation ( p = 0.862). Training performance did not differ between groups (group*block, p = 0.781) and all groups demonstrated significant offline-improvements at delayed retesting. However, there were no significant differences of consolidation between groups ( p = 0.456). Furthermore, correlation analysis revealed no significant association of CSE modulation and offline performance changes ( r = 0.101, p = 0.493). Discussion. The increase of CSE induced by post-training PMC demonstrated here differs from results of previous studies that applied inhibitory PMC stimulation at rest or before a training intervention, which resulted in decreased CSE. We, therefore, interpret our findings as further evidence of a state-dependent function of the PMC. Despite significant modulation of CSE by post-training rTMS of M1 and PMC, there was no behavioral effect on consolidation. This challenges the relevance of immediate post-training CSE changes as a key mechanism in terms of the induction of consolidation. Although proximal intracortical physiological mechanisms are still not excluded, they are not detected by changes in post-training corticospinal excitability.

Explicit motor sequence learning after stroke: a neuropsychological study

Motor learning interacts with and shapes experience-dependent cerebral plasticity. In stroke patients with paresis of the upper limb, motor recovery was proposed to reflect a process of re-learning the lost/impaired skill, which interacts with rehabilitation. However, to what extent stroke patients with hemiparesis may retain the ability of learning with their affected limb remains an unsolved issue, that was addressed by this study. Nineteen patients, with a cerebrovascular lesion affecting the right or the left hemisphere, underwent an explicit motor learning task (finger tapping task, FTT), which was performed with the paretic hand. Eighteen age-matched healthy participants served as controls. Motor performance was assessed during the learning phase (i.e., online learning), as well as immediately at the end of practice, and after 90 min and 24 h (i.e., retention). Results show that overall, as compared to the control group, stroke patients, regardless of the side (left/right) of the hemispheric lesion, do not show a reliable practice-dependent improvement; consequently, no retention could be detected in the long-term (after 90 min and 24 h). The motor learning impairment was associated with subcortical damage, predominantly affecting the basal ganglia; conversely, it was not associated with age, time elapsed from stroke, severity of upper-limb motor and sensory deficits, and the general neurological condition. This evidence expands our understanding regarding the potential of post-stroke motor recovery through motor practice, suggesting a potential key role of basal ganglia, not only in implicit motor learning as previously pointed out, but also in explicit finger tapping motor tasks.

Phase-dependent offline enhancement of human motor memory

BackgroundSkill learning engages offline activity in the primary motor cortex (M1). Sensorimotor cortical activity oscillates between excitatory trough and inhibitory peak phases of the mu (8–12 Hz) rhythm. We recently showed that these mu phases influence the magnitude and direction of neuroplasticity induction within M1. However, the contribution of M1 activity during mu peak and trough phases to human skill learning has not been investigated. ObjectiveTo evaluate the effects of phase-dependent TMS during mu peak and trough phases on offline learning of a newly-acquired motor skill. MethodsOn Day 1, three groups of healthy adults practiced an explicit motor sequence learning task with their non-dominant left hand. After practice, phase-dependent TMS was applied to the right M1 during either mu peak or mu trough phases. The third group received sham TMS during random mu phases. On Day 2, all subjects were re-tested on the same task to evaluate offline learning. ResultsSubjects who received phase-dependent TMS during mu trough phases showed increased offline skill learning compared to those who received phase-dependent TMS during mu peak phases or sham TMS during random mu phases. Additionally, phase-dependent TMS during mu trough phases elicited stronger whole-brain broadband oscillatory power responses than phase-dependent TMS during mu peak phases. ConclusionsWe conclude that sensorimotor mu trough phases reflect brief windows of opportunity during which TMS can strengthen newly-acquired skill memories.

Using high-definition transcranial direct current stimulation to investigate the role of the dorsolateral prefrontal cortex in explicit sequence learning.

Though we have a general understanding of the brain areas involved in motor sequence learning, there is more to discover about the neural mechanisms underlying skill acquisition. Skill acquisition may be subserved, in part, by interactions between the cerebellum and prefrontal cortex through a cerebello-thalamo-prefrontal network. In prior work, we investigated this network by targeting the cerebellum; here, we explored the consequence of stimulating the dorsolateral prefrontal cortex using high-definition transcranial direct current stimulation (HD-tDCS) before administering an explicit motor sequence learning paradigm. Using a mixed within- and between- subjects design, we employed anodal (n = 24) and cathodal (n = 25) HD-tDCS (relative to sham) to temporarily alter brain function and examine effects on skill acquisition. The results indicate that both anodal and cathodal prefrontal stimulation impedes motor sequence learning, relative to sham. These findings suggest an overall negative influence of active prefrontal stimulation on the acquisition of a sequential pattern of finger movements. Collectively, this provides novel insight on the role of the dorsolateral prefrontal cortex in initial skill acquisition, when cognitive processes such as working memory are used. Exploring methods that may improve motor learning is important in developing therapeutic strategies for motor-related diseases and rehabilitation.

Cathodal Transcranial Direct Current Stimulation (tDCS) Applied to the Left Premotor Cortex Interferes with Explicit Reproduction of a Motor Sequence.

Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation technique that allows the modulation of cortical excitability. TDCS effects can outlast the stimulation period presumably due to changes of GABA concentration which play a critical role in use-dependent plasticity. Consequently, tDCS and learning-related synaptic plasticity are assumed to share common mechanisms. Motor sequence learning has been related to activation changes within a cortico-subcortical network and findings from a meta-analysis point towards a core network comprising the cerebellum as well as the primary motor (M1) and the dorsolateral premotor cortex (dPMC). The latter has been particularly related to explicit motor learning by means of brain imaging techniques. We here test whether tDCS applied to the left dPMC affects the acquisition and reproduction of an explicitly learned motor sequence. To this end, 18 healthy volunteers received anodal, cathodal and sham tDCS to the left dPMC and were then trained on a serial reaction time task (SRTT) with their right hand. Immediately after the training and after overnight sleep, reproduction of the learned sequence was tested by means of reaction times as well as explicit recall. Regression analyses suggest that following cathodal tDCS reaction times at the end of the SRTT training-block explained a significant proportion of the number of correctly reported sequence items after overnight sleep. The present data suggest the left premotor cortex as one possible target for the application of non-invasive brain stimulation techniques in explicit motor sequence learning with the right hand.

Neuromodulation of premotor and posterior parietal cortices for enhancing explicit motor sequence learning in healthy individuals: a randomized, sham-controlled crossover trial

Background: Anodal transcranial Direct Current Stimulation (tDCS) has been shown to be effective in improving human motor learning when applied over the contralateral primary motor cortex (M1). However, the stimulation of other cortical areas, such as the posterior parietal (PPC) and premotor (PMC) cortices, may be also beneficial. Methods: The present study (crossover design) investigated the effects of tDCS applied over PPC, PMC, and M1 on the acquisition and retention of a new motor skill, and on the generalization of such learned skill in healthy individuals. During a sequential finger-tapping task (FTT), performed with the non-dominant (left) hand, participants received real or sham anodal tDCS (1.5 mA, 20 min) over PPC, PMC, and the M1 of the right hemisphere. Explicit motor sequence learning was measured online (during the training with tDCS; primary outcome) and 24 hours after tDCS (retention, secondary outcome). A new, untrained, sequence was used to assess generalization effects (secondary outcome). Results: Anodal tDCS of M1 improved both online learning and retention. PMC tDCS facilitated the generalization of the learning effect to the untrained motor sequence. In contrast, neuromodulation of the PPC does not influence motor sequence learning. Conclusions: These findings show that, in addition to M1, higher-order associative cortical regions (PMC and PPC) are involved in explicit online motor sequence learning, retention and generalization playing different roles, as indicated by the differential modulatory effects of anodal tDCS.

Motor learning in unilateral cerebral palsy and the influence of corticospinal tract reorganization.

Cerebral Palsy (CP) is a complex neurological disorder, characterized by congenital motor disability associated with behaviour, perception and cognition disorders. The sensorimotor impairments represent the main hallmark of the disease, significantly impacting the quality of life. So far, few studies have investigated motor learning abilities in CP and their association with the plastic reorganization of the motor system remains largely unknown. The present proof-of-principle study explored explicit motor sequence learning in children with unilateral CP and different patterns of motor system reorganization (bilateral, ipsilateral, contralateral). Children with unilateral CP, and a group of age-matched typically developing (TD) children, underwent a sequential finger tapping task, performed with the affected hand by children with CP and with the non-dominant hand by TD children. The pattern of corticospinal tract projections in hemiparetic patients was assessed by single-pulse Transcranial Magnetic Stimulation (TMS). Results showed the presence of finger dexterity impairments in children with unilateral CP presenting with a bilateral or an ipsilateral control of the affected (trained) hand, as compared to TD children. Conversely, motor sequence learning was impaired in unilateral CP with ipsilateral or contralateral corticospinal reorganization, but not in the case of a bilateral control of the paretic hand. These preliminary findings, although referred to small clinical samples, suggest that unilateral control of the paretic upper-limb, from the ipsilateral or the contralateral motor cortex, may not be sufficient to develop typical motor learning with the affected hand, which seems to require a bilateral representation in the motor cortex. This evidence has potential implications for fine motor skills rehabilitation in CP.

P142 Role of rTMS over primary motor cortex on implicit and explicit motor sequence learning

P142 Role of rTMS over primary motor cortex on implicit and explicit motor sequence learning

The role of working memory capacity in implicit and explicit sequence learning of children: Differentiating movement speed and accuracy

This study investigated the role of working memory capacity on implicit and explicit motor sequence learning in young children. To this end, a task was utilized that required a gross motor response (flexing the elbow) and that could differentiate between movement speed (i.e., reaction time and movement time) and movement accuracy. Children aged 7–9 years practiced a serial reaction time task that involved the production of a fixed sequence of elbow flexions of prescribed magnitude across two consecutive days. Children in the explicit group were informed about the presence of the sequence and were shown this sequence, while children in the implicit group were not made aware of the sequence. Additionally, children's verbal and visuospatial working memory capacity was assessed. Results of day 1 regarding movement speed revealed no evidence of sequence learning for either group, but movement accuracy results suggested that sequence learning occurred for the implicit group. For both groups, only improvements in movement accuracy were consolidated on day 2, indicating both general and sequence specific learning. Working memory capacity did not correlate with learning in either of the groups. Children in the explicit group accumulated more sequence knowledge compared to children in the implicit group, but this knowledge did not translate to more or better sequence learning. The minimal differences found between the implicit and explicit condition and the absence of a role for working memory capacity add to the increasing evidence that the observed differences between implicit and explicit sequence learning in adults may be less distinct in children.

FV 33 The role of theta and mu oscillations in online explicit motor sequence learning

FV 33 The role of theta and mu oscillations in online explicit motor sequence learning

Effects of cerebellar transcranial direct current stimulation on the cognitive stage of sequence learning.

Though the cerebellum has been previously implicated in explicit sequence learning, the exact role of this structure in the acquisition of motor skills is not completely clear. The cerebellum contributes to both motor and nonmotor behavior. Thus, this structure not only may contribute to the motoric aspects of sequence learning but may also play a role in the cognitive components of these learning paradigms. Therefore, we investigated the consequence of both disrupting and facilitating cerebellar function using high-definition transcranial direct current stimulation (tDCS) before the completion of an explicit motor sequence learning paradigm. Using a mixed within- and between-subjects design, we employed cathodal (n = 21) and anodal (n = 23) tDCS (relative to sham), targeting the lateral posterior cerebellum, to temporarily modulate function and investigate the resulting effects on the acquisition of a sequential pattern of finger movements. Results indicate that cathodal stimulation has a positive influence on learning while anodal stimulation has the opposite effect, relative to sham. Though the cerebellum is presumed to be primarily involved in motor function and movement coordination, our results support a cognitive contribution that may come into play during the initial stages of learning. Using tDCS targeting the right posterior cerebellum, which communicates with the prefrontal cortex via closed-loop circuits, we found polarity-specific effects of cathodal and anodal stimulation on sequence learning. Thus, our results substantiate the role of the cerebellum in the cognitive aspect of motor learning and provide important new insights into the polarity-specific effects of tDCS in this area.NEW & NOTEWORTHY The cerebellum contributes to motor and cognitive processes. Investigating the cognitive contributions of the cerebellum in explicit sequence learning stands to provide new insights into this learning domain, and cerebellar function more generally. Using high-definition transcranial direct current stimulation, we demonstrated polarity-specific effects of stimulation on explicit sequence learning. We speculate that this is due to facilitation of working memory processes. This provides new evidence supporting a role for the cerebellum in the cognitive aspects of sequence learning.

Explicit and implicit motor sequence learning in children and adults; the role of age and visual working memory

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.

Does sleep facilitate the consolidation of allocentric or egocentric representations of implicitly learned visual-motor sequence learning?

Sleep facilitates the consolidation (i.e., enhancement) of simple, explicit (i.e., conscious) motor sequence learning (MSL). MSL can be dissociated into egocentric (i.e., motor) or allocentric (i.e., spatial) frames of reference. The consolidation of the allocentric memory representation is sleep-dependent, whereas the egocentric consolidation process is independent of sleep or wake for explicit MSL. However, it remains unclear the extent to which sleep contributes to the consolidation of implicit (i.e., unconscious) MSL, nor is it known what aspects of the memory representation (egocentric, allocentric) are consolidated by sleep. Here, we investigated the extent to which sleep is involved in consolidating implicit MSL, specifically, whether the egocentric or the allocentric cognitive representations of a learned sequence are enhanced by sleep, and whether these changes support the development of explicit sequence knowledge across sleep but not wake. Our results indicate that egocentric and allocentric representations can be behaviorally dissociated for implicit MSL. Neither representation was preferentially enhanced across sleep nor were developments of explicit awareness observed. However, after a 1-wk interval performance enhancement was observed in the egocentric representation. Taken together, these results suggest that like explicit MSL, implicit MSL has dissociable allocentric and egocentric representations, but unlike explicit sequence learning, implicit egocentric and allocentric memory consolidation is independent of sleep, and the time-course of consolidation differs significantly.

Acquisition of skilled finger movements is accompanied by reorganization of the corticospinal system.

Dexterous finger movements are often characterized by highly coordinated movements. Such coordination might be derived from reorganization of the corticospinal system. In this study, we investigated 1) the manner in which finger movement covariation patterns are acquired, by examining the effects of the implicit and explicit learning of a serial reaction time task (SRTT), and 2) how such changes in finger coordination are represented in the corticospinal system. The subjects learned a button press sequence in both implicit and explicit learning conditions. In the implicit conditions, they were naive about what they were learning, whereas in the explicit conditions the subjects consciously learned the order of the sequence elements. Principal component analysis decomposed both the voluntary movements produced during the SRTT and the passive movements evoked by transcranial magnetic stimulation (TMS) over the primary motor cortex into a set of five finger joint covariation patterns. The structures of the voluntary and passive TMS-evoked movement patterns were reorganized by implicit learning but not explicit learning. Furthermore, in the implicit learning conditions the finger covariation patterns derived from the TMS-evoked and voluntary movements spanned similar movement subspaces. These results provide the first evidence that skilled sequential finger movements are acquired differently through implicit and explicit learning, i.e., the changes in finger coordination patterns induced by implicit learning are accompanied by functional reorganization of the corticospinal system, whereas explicit learning results in faster recruitment of individual finger movements without causing any changes in finger coordination. NEW & NOTEWORTHY Skilled sequential multifinger movements are characterized as highly coordinated movement patterns. These finger coordination patterns are represented in the corticospinal system, yet it still remains unclear how these patterns are acquired through implicit and explicit motor sequence learning. A direct comparison of learning-related changes between actively generated finger movements and passively evoked finger movements by TMS provided evidence that finger coordination patterns represented in the corticospinal system are reorganized through implicit, but not explicit, sequence learning.