The role of perceptual organization in motor learning is discussed, the literature is reviewed, and research findings are summarized. Measurement problems are discussed, including observations about motor skill learning. Four experiments are described which compare organized and random movement sequences. It is shown that organization (whether determined by the experimenter or by the learner) improves movement accuracy and reduces retention loss; and that individual memory representations, built up through structured movement sequences, are not locked to that organization, but have generality to other sequences. The importance of cognitive activity in motor skill learning is established. (Author/MH)