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Why can’t I wiggle my toes one at a time, like my fingers?

why can’t I wiggle my toes? Ever wondered why you can’t wiggle your toes one at a time like your fingers? Learn how evolution, muscles, and your brain all play a part in making fingers more independent than toes—and why that’s key for walking and balance.

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Why can’t I wiggle my toes one at a time, like my fingers?
A baby chimp can grab a stick equally well with its fingers and its toes.
Anup Shah/Stone via Getty Images

Why Can’t You Wiggle Your Toes Like Your Fingers? The Science Behind Toe and Finger Movement

Steven Lautzenheiser, University of Tennessee

Curious Kids is a series for children of all ages. If you have a question you’d like an expert to answer, send it to curiouskidsus@theconversation.com.


Why can’t I wiggle my toes individually, like I can with my fingers? – Vincent, age 15, Arlington, Virginia


One of my favorite activities is going to the zoo where I live in Knoxville when it first opens and the animals are most active. On one recent weekend, I headed to the chimpanzees first.

Their breakfast was still scattered around their enclosure for them to find. Ripley, one of the male chimpanzees, quickly gathered up some fruits and vegetables, sometimes using his feet almost like hands. After he ate, he used his feet to grab the fire hoses hanging around the enclosure and even held pieces of straw and other toys in his toes.

I found myself feeling a bit envious. Why can’t people use our feet like this, quickly and easily grasping things with our toes just as easily as we do with our fingers?

I’m a biological anthropologist who studies the biomechanics of the modern human foot and ankle, using mechanical principles of movement to understand how forces affect the shape of our bodies and how humans have changed over time. Your muscles, brain and how human feet evolved all play a part in why you can’t wiggle individual toes one by one.

young chimp running on all fours
Chimpanzee hands and feet do similar jobs.
Manoj Shah/Stone via Getty Images

Comparing humans to a close relative

Humans are primates, which means we belong to the same group of animals that includes apes like Riley the chimp. In fact, chimpanzees are our closest genetic relatives, sharing almost 98.8% of our DNA.

Evolution is part of the answer to why chimpanzees have such dexterous toes while ours seem much more clumsy.

Our very ancient ancestors probably moved around the way chimpanzees do, using both their arms and legs. But over time our lineage started walking on two legs. Human feet needed to change to help us stay balanced and to support our bodies as we walk upright. It became less important for our toes to move individually than to keep us from toppling over as we moved through the world in this new way.

bare feet walking across sandy surface toward camera
Feet adapted so we could walk and balance on just two legs.
Karina Mansfield/Moment via Getty Images

Human hands became more important for things such as using tools, one of the hallmark skills of human beings. Over time, our fingers became better at moving on their own. People use their hands to do lots of things, such as drawing, texting or playing a musical instrument. Even typing this article is possible only because my fingers can make small, careful and controlled movements.

People’s feet and hands evolved for different purposes.

Muscles that move your fingers or toes

Evolution brought these differences about by physically adapting our muscles, bones and tendons to better support walking and balance. Hands and feet have similar anatomy; both have five fingers or toes that are moved by muscles and tendons. The human foot contains 29 muscles that all work to help you walk and stay balanced when you stand. In comparison, a hand has 34 muscles.

Most of the muscles of your foot let you point your toes down, like when you stand on tiptoes, or lift them up, like when you walk on your heels. These muscles also help feet roll slightly inward or outward, which lets you keep your balance on uneven ground. All these movements work together to help you walk and run safely.

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The big toe on each foot is special because it helps push your body forward when you walk and has extra muscles just for its movement. The other four toes don’t have their own separate muscles. A few main muscles in the bottom of your foot and in your calf move all four toes at once. Because they share muscles, those toes can wiggle, but not very independently like your fingers can. The calf muscles also have long tendons that reach into the foot; they’re better at keeping you steady and helping you walk than at making tiny, precise movements.

a pen and ink drawing of the interior anatomy of a human hand
Your hand is capable of delicate movements thanks to the muscles and ligaments that control its bones.
Henry Gray, ‘Anatomy of the Human Body’/Wikimedia Commons, CC BY

In contrast, six main muscle groups help move each finger. The fingers share these muscles, which sit mostly in the forearm and connect to the fingers by tendons. The thumb and pinky have extra muscles that let you grip and hold objects more easily. All of these muscles are specialized to allow careful, controlled movements, such as writing.

So, yes, I have more muscles dedicated to moving my fingers, but that is not the only reason I can’t wiggle my toes one by one.

Divvying up brain power

You also need to look inside your brain to understand why toes and fingers work differently. Part of your brain called the motor cortex tells your body how to move. It’s made of cells called neurons that act like tiny messengers, sending signals to the rest of your body.

Your motor cortex devotes many more neurons to controlling your fingers than your toes, so it can send much more detailed instructions to your fingers. Because of the way your motor cortex is organized, it takes more “brain power,” meaning more signals and more activity, to move your fingers than your toes.

illustration of a brain looking down at the top of the head with one section highlighted orange
The motor cortex of your brain sends orders to move parts of your body.
Kateryna Kon/Science Photo Library via Getty Images

Even though you can’t grab things with your feet like Ripley the chimp can, you can understand why.


Hello, curious kids! Do you have a question you’d like an expert to answer? Ask an adult to send your question to CuriousKidsUS@theconversation.com. Please tell us your name, age and the city where you live.

And since curiosity has no age limit – adults, let us know what you’re wondering, too. We won’t be able to answer every question, but we will do our best.

Steven Lautzenheiser, Assistant Professor of Biological Anthropology, University of Tennessee

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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Forgotten Genius Fridays

Valerie Thomas: NASA Engineer, Inventor, and STEM Trailblazer

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Last Updated on February 10, 2026 by Daily News StaffValerie Thomas

Valerie Thomas is a true pioneer in the world of science and technology. A NASA engineer and physicist, she is best known for inventing the illusion transmitter, a groundbreaking device that creates 3D images using concave mirrors. This invention laid the foundation for modern 3D imaging and virtual reality technologies.

Beyond her inventions, Thomas broke barriers as an African American woman in STEM, mentoring countless young scientists and advocating for diversity in science and engineering. Her work at NASA’s Goddard Space Flight Center helped advance satellite technology and data visualization, making her contributions both innovative and enduring.

In our latest short video, we highlight Valerie Thomas’ remarkable journey—from her early passion for science to her groundbreaking work at NASA. Watch and be inspired by a true STEM pioneer whose legacy continues to shape the future of space and technology.

🎥 Watch the video here: https://youtu.be/P5XTgpcAoHw

Dive into “The Knowledge,” where curiosity meets clarity. This playlist, in collaboration with STMDailyNews.com, is designed for viewers who value historical accuracy and insightful learning. Our short videos, ranging from 30 seconds to a minute and a half, make complex subjects easy to grasp in no time. Covering everything from historical events to contemporary processes and entertainment, “The Knowledge” bridges the past with the present. In a world where information is abundant yet often misused, our series aims to guide you through the noise, preserving vital knowledge and truths that shape our lives today. Perfect for curious minds eager to discover the ‘why’ and ‘how’ of everything around us. Subscribe and join in as we explore the facts that matter.  https://stmdailynews.com/the-knowledge/

Forgotten Genius Fridays

https://stmdailynews.com/the-knowledge-2/forgotten-genius-fridays/

🧠 Forgotten Genius Fridays

A Short-Form Series from The Knowledge by STM Daily News

Every Friday, STM Daily News shines a light on brilliant minds history overlooked.

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Forgotten Genius Fridays is a weekly collection of short videos and articles dedicated to inventors, innovators, scientists, and creators whose impact changed the world—but whose names were often left out of the textbooks.

From life-saving inventions and cultural breakthroughs to game-changing ideas buried by bias, our series digs up the truth behind the minds that mattered.

Each episode of The Knowledge runs 30–90 seconds, designed for curious minds on the go—perfect for YouTube Shorts, TikTok, Reels, and quick reads.

Because remembering these stories isn’t just about the past—it’s about restoring credit where it’s long overdue.

 🔔 New episodes every Friday

📺 Watch now at: stmdailynews.com/the-knowledge

 🧠 Now you know.  

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  • Rod Washington

    Rod: A creative force, blending words, images, and flavors. Blogger, writer, filmmaker, and photographer. Cooking enthusiast with a sci-fi vision. Passionate about his upcoming series and dedicated to TNC Network. Partnered with Rebecca Washington for a shared journey of love and art. View all posts


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The Knowledge

Beneath the Waves: The Global Push to Build Undersea Railways

Undersea railways are transforming transportation, turning oceans from barriers into gateways. Proven by tunnels like the Channel and Seikan, these innovations offer cleaner, reliable connections for passengers and freight. Ongoing projects in China and Europe, alongside future proposals, signal a new era of global mobility beneath the waves.

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Train traveling through underwater tunnel
Trains beneath the ocean are no longer science fiction—they’re already in operation.

For most of modern history, oceans have acted as natural barriers—dividing nations, slowing trade, and shaping how cities grow. But beneath the waves, a quiet transportation revolution is underway. Infrastructure once limited by geography is now being reimagined through undersea railways.

Undersea rail tunnels—like the Channel Tunnel and Japan’s Seikan Tunnel—proved decades ago that trains could reliably travel beneath the ocean floor. Today, new projects are expanding that vision even further.

Around the world, engineers and governments are investing in undersea railways—tunnels that allow high-speed trains to travel beneath oceans and seas. Once considered science fiction, these projects are now operational, under construction, or actively being planned.

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Undersea Rail Is Already a Reality

Japan’s Seikan Tunnel and the Channel Tunnel between the United Kingdom and France proved decades ago that undersea railways are not only possible, but reliable. These tunnels carry passengers and freight beneath the sea every day, reshaping regional connectivity.

Undersea railways are cleaner than short-haul flights, more resilient than bridges, and capable of lasting more than a century. As climate pressures and congestion increase, rail beneath the sea is emerging as a practical solution for future mobility.

What’s Being Built Right Now

China is currently constructing the Jintang Undersea Railway Tunnel as part of the Ningbo–Zhoushan high-speed rail line, while Europe’s Fehmarnbelt Fixed Link will soon connect Denmark and Germany beneath the Baltic Sea. These projects highlight how transportation and technology are converging to solve modern mobility challenges.

The Mega-Projects Still on the Drawing Board

Looking ahead, proposals such as the Helsinki–Tallinn Tunnel and the long-studied Strait of Gibraltar rail tunnel could reshape global affairs by linking regions—and even continents—once separated by water.

Why Undersea Rail Matters

The future of transportation may not rise above the ocean—but run quietly beneath it.


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child education

Special Education Is Turning to AI to Fill Staffing Gaps—But Privacy and Bias Risks Remain

With special education staffing shortages worsening, schools are using AI to draft IEPs, support training, and assist assessments. Experts warn the benefits come with major risks—privacy, bias, and trust.

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Seth King, University of Iowa

With special education staffing shortages worsening, schools are using AI to draft IEPs, support training, and assist assessments. Experts warn the benefits come with major risks—privacy, bias, and trust.
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In special education in the U.S., funding is scarce and personnel shortages are pervasive, leaving many school districts struggling to hire qualified and willing practitioners.

Amid these long-standing challenges, there is rising interest in using artificial intelligence tools to help close some of the gaps that districts currently face and lower labor costs.

Over 7 million children receive federally funded entitlements under the Individuals with Disabilities Education Act, which guarantees students access to instruction tailored to their unique physical and psychological needs, as well as legal processes that allow families to negotiate support. Special education involves a range of professionals, including rehabilitation specialists, speech-language pathologists and classroom teaching assistants. But these specialists are in short supply, despite the proven need for their services.

As an associate professor in special education who works with AI, I see its potential and its pitfalls. While AI systems may be able to reduce administrative burdens, deliver expert guidance and help overwhelmed professionals manage their caseloads, they can also present ethical challenges – ranging from machine bias to broader issues of trust in automated systems. They also risk amplifying existing problems with how special ed services are delivered.

Yet some in the field are opting to test out AI tools, rather than waiting for a perfect solution.

A faster IEP, but how individualized?

AI is already shaping special education planning, personnel preparation and assessment.

One example is the individualized education program, or IEP, the primary instrument for guiding which services a child receives. An IEP draws on a range of assessments and other data to describe a child’s strengths, determine their needs and set measurable goals. Every part of this process depends on trained professionals.

But persistent workforce shortages mean districts often struggle to complete assessments, update plans and integrate input from parents. Most districts develop IEPs using software that requires practitioners to choose from a generalized set of rote responses or options, leading to a level of standardization that can fail to meet a child’s true individual needs.

Preliminary research has shown that large language models such as ChatGPT can be adept at generating key special education documents such as IEPs by drawing on multiple data sources, including information from students and families. Chatbots that can quickly craft IEPs could potentially help special education practitioners better meet the needs of individual children and their families. Some professional organizations in special education have even encouraged educators to use AI for documents such as lesson plans.

Training and diagnosing disabilities

There is also potential for AI systems to help support professional training and development. My own work on personnel development combines several AI applications with virtual reality to enable practitioners to rehearse instructional routines before working directly with children. Here, AI can function as a practical extension of existing training models, offering repeated practice and structured support in ways that are difficult to sustain with limited personnel.

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Some districts have begun using AI for assessments, which can involve a range of academic, cognitive and medical evaluations. AI applications that pair automatic speech recognition and language processing are now being employed in computer-mediated oral reading assessments to score tests of student reading ability.

Practitioners often struggle to make sense of the volume of data that schools collect. AI-driven machine learning tools also can help here, by identifying patterns that may not be immediately visible to educators for evaluation or instructional decision-making. Such support may be especially useful in diagnosing disabilities such as autism or learning disabilities, where masking, variable presentation and incomplete histories can make interpretation difficult. My ongoing research shows that current AI can make predictions based on data likely to be available in some districts.

Privacy and trust concerns

There are serious ethical – and practical – questions about these AI-supported interventions, ranging from risks to students’ privacy to machine bias and deeper issues tied to family trust. Some hinge on the question of whether or not AI systems can deliver services that truly comply with existing law.

The Individuals with Disabilities Education Act requires nondiscriminatory methods of evaluating disabilities to avoid inappropriately identifying students for services or neglecting to serve those who qualify. And the Family Educational Rights and Privacy Act explicitly protects students’ data privacy and the rights of parents to access and hold their children’s data.

What happens if an AI system uses biased data or methods to generate a recommendation for a child? What if a child’s data is misused or leaked by an AI system? Using AI systems to perform some of the functions described above puts families in a position where they are expected to put their faith not only in their school district and its special education personnel, but also in commercial AI systems, the inner workings of which are largely inscrutable.

These ethical qualms are hardly unique to special ed; many have been raised in other fields and addressed by early-adopters. For example, while automatic speech recognition, or ASR, systems have struggled to accurately assess accented English, many vendors now train their systems to accommodate specific ethnic and regional accents.

But ongoing research work suggests that some ASR systems are limited in their capacity to accommodate speech differences associated with disabilities, account for classroom noise, and distinguish between different voices. While these issues may be addressed through technical improvement in the future, they are consequential at present.

Embedded bias

At first glance, machine learning models might appear to improve on traditional clinical decision-making. Yet AI models must be trained on existing data, meaning their decisions may continue to reflect long-standing biases in how disabilities have been identified.

Indeed, research has shown that AI systems are routinely hobbled by biases within both training data and system design. AI models can also introduce new biases, either by missing subtle information revealed during in-person evaluations or by overrepresenting characteristics of groups included in the training data.

Such concerns, defenders might argue, are addressed by safeguards already embedded in federal law. Families have considerable latitude in what they agree to, and can opt for alternatives, provided they are aware they can direct the IEP process.

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By a similar token, using AI tools to build IEPs or lessons may seem like an obvious improvement over underdeveloped or perfunctory plans. Yet true individualization would require feeding protected data into large language models, which could violate privacy regulations. And while AI applications can readily produce better-looking IEPs and other paperwork, this does not necessarily result in improved services.

Filling the gap

Indeed, it is not yet clear whether AI provides a standard of care equivalent to the high-quality, conventional treatment to which children with disabilities are entitled under federal law.

The Supreme Court in 2017 rejected the notion that the Individuals with Disabilities Education Act merely entitles students to trivial, “de minimis” progress, which weakens one of the primary rationales for pursuing AI – that it can meet a minimum standard of care and practice. And since AI really has not been empirically evaluated at scale, it has not been proved that it adequately meets the low bar of simply improving beyond the flawed status quo.

But this does not change the reality of limited resources. For better or worse, AI is already being used to fill the gap between what the law requires and what the system actually provides.

Seth King, Associate Profess of Special Education, University of Iowa

This article is republished from The Conversation under a Creative Commons license. Read the original article.


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