not formed from scratch for each successive movement sequence but instead are formed by making whatever changes are needed to distinguish the movement sequence to be performed next from the movement sequence that has just been performed. There are evidences found that motor planning occurs by changing features of successively needed motor plans. Also, Rosenhaum et al. (2007) found that even single movements appear to be controlled with hierarchically organized plans. With starting and goal postures at the top level and intermediate states comprising the transition from the starting to the goal at the lower level. Interaction with conceptual knowledge The most common understanding in relation to the procedural and conceptual knowledge is of the contrast of ‘knowing how’ and ‘knowing that’. Some see the distinction as a contrast between the tacit knowledge of technology and the explicit knowledge of science. Conceptual knowledge allows us to explain why, hence the distinction of ‘know how’ and ‘know why’. Conceptual knowledge is concerned with relationships among ‘items’ of knowledge, such that when students can identify these links, it means them have ‘conceptual understanding’. Cognitive psychologists also use the term ‘declarative knowledge’, to contrast it with procedural knowledge, and define it as ‘knowledge of facts’. However, declarative knowledge may be a collection of unrelated facts, whereas conceptual knowledge puts the focus on relationships. Also, declarative knowledge is an inert form of knowledge which contrasted with procedural knowledge as an active form, but conceptual knowledge can be part of an active process. Therefore, it is important to know that conceptual knowledge is not simply factual knowledge but consists of ideas that give some power to thinking about technological activity. Several evidence from mathematics learning researches support the idea that conceptual understanding plays a role in generation and adoption of procedures. Children with greater conceptual understanding tend to have greater procedural skill. Conceptual understanding precedes procedural skill. Instruction about concepts as well as procedures can lead to increased procedural skill. And increasing conceptual knowledge leads to procedure generation. However, this relationship is not unidirectional. Conceptual and procedural knowledge develop iteratively, but the conceptual knowledge may have a greater influence on procedural knowledge than the reverse. Conceptual instruction led to increased conceptual understanding and to generation and transfer of a correct procedure. Procedural instruction led to increased conceptual understanding and to adoption, but only limited transfer, of the instructed procedure. Technical uses of the phrase Artificial