not-yet-known not-yet-known not-yet-known unknown Tool for induction and assessment of motor learning In this study, the Color Matching Test (CMT), a custom-designed software program, was used to induce and assess both online and offline motor learning. The CMT is designed to simulate an SRTT condition with a second-order structural pattern. SRTT is one of the most used methods to assess implicit motor learning (Masoudian et al. , 2020). The participants were instructed to perform the SRTT using the index finger of their dominant hand (right hand) in the shortest possible time, without informing the participants about the pattern of the stimuli. The CMT software presents colored squares on a computer screen, with four possible colors: yellow, green, red, and blue. Each color is associated with a specific key on the computer keyboard (yellow - right shift key, red - C, green - M, blue - left shift key). By pressing the correct key, the next colored square appears. The participants completed two pre-test blocks, followed by 8 blocks as the main training task 30 minutes after the pre-test, and finally two blocks 72 hours after the completion of the main training, serving as a retention test. The second block of the pre-test was considered as the baseline data. Except for blocks 7 and 8, which were presented randomly, all other blocks followed an ordered pattern (Figure 2). Each ordered block consisted of 10 trials, with each trial containing 8 color cues in a specific sequence (e.g., Yellow-Red-Green-Yellow-Blue-Green-Yellow-Green…) (Figure 2). The duration of the SRTT was depended on the response speed of each participant. However, there was considered a 30-second rest between each block of SRTT in the CMT program. The RT of each sequence and the ER were measured before, during and 72 hours after applying the intervention. The RT was measured as the mean completion time of each block in each test. In addition, the ER was obtained from the mean errors of each block in each test. Online learning (within session) is defined as any reduction in the RT and/or ER at block 10 (Train 10) compared to block 3 (Train 3). In addition, offline learning, as the lasting effect of learning, was considered after the completing of the training (between sessions). Accordingly, offline learning was defined as any decrease in the RT or ER of block 12 (Post 12) compared to block 2 (Pre 2). Furthermore, the consolidation effect of learning was defined as any reduction or maintenance of RT or ER in block 12 (Post 12) compared to block 10 (Train 10), as illustrated in Figure 2. <<<Please insert Figure 2 here>>>