Children show precocious ability in the learning of languages; is this the case with motor learning? We used split-belt walking to probe motor adaptation (a form of motor learning) in children. Data from 27 children (ages 8 -36 mo) were compared with those from 10 adults. Children walked with the treadmill belts at the same speed (tied belt), followed by walking with the belts moving at different speeds (split belt) for 8 -10 min, followed again by tied-belt walking (postsplit). Initial asymmetries in temporal coordination (i.e., double support time) induced by split-belt walking were slowly reduced, with most children showing an aftereffect (i.e., asymmetry in the opposite direction to the initial) in the early postsplit period, indicative of learning. In contrast, asymmetries in spatial coordination (i.e., center of oscillation) persisted during split-belt walking and no aftereffect was seen.Step length, a measure of both spatial and temporal coordination, showed intermediate effects. The time course of learning in double support and step length was slower in children than in adults. Moreover, there was a significant negative correlation between the size of the initial asymmetry during early split-belt walking (called error) and the aftereffect for step length. Hence, children may have more difficulty learning when the errors are large. The findings further suggest that the mechanisms controlling temporal and spatial adaptation are different and mature at different times. motor learning; locomotion; human; split-belt locomotion THE ABILITY TO MODIFY MOTOR PROGRAMS to sustained changes in the walking state must be very important for young children, since they learn to walk in varied environments amid enormous changes in body dimensions in the first few years of life. We know that transient sensory disturbances applied during supported stepping on the treadmill in young children result in functionally appropriate responses . For example, a touch to the dorsum of the foot during the swing phase causes the foot to be raised higher in that swing phase , similar to the stumbling corrective response observed in adult humans (Eng et al. 1994;Schillings et al. 1996). Repeated touch to the foot over consecutive steps causes the high-stepping to persist after the perturbation is removed (called an aftereffect), indicating that the children have modified their motor program to adapt to the new task . Spinal cats also show this form of learning (Hodgson et al. 1994).Learning during walking can be more complex and take place over longer time scales than the high-stepping example described above. For example, walking on a split-belt treadmill with the two belts (1 for each leg) running at different speeds disrupts the left-right symmetry (henceforth referred to as "symmetry") of walking. Both temporal symmetry (such as equal durations for comparable periods in the left and right walking cycle) and spatial symmetry (such as equal kinematic excursions of the left and right legs) are disrupted (Reisman et al. 2005). Symmetry ca...