Dual task interference in implicit sequence learning by young and old adults

Nejati, Vahid; Farshi, M. T. Garusi; Ashayeri, Hassan; Aghdasi, Mohammad Taghi

doi:10.1002/gps.1976

Cited by 21 publications

(14 citation statements)

References 17 publications

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“…Gaillard, Destrebecqz, and Cleeremans (2009) also did not find differences in the amount of sequence learning and generation performance between 22, 45, and 71 years of age on the SRT task (although recognition performance was poorer in the older groups). Other studies, mainly those with more complex tasks with greater attention load in a dual task paradigm (Frensch & Miner, 1994;Nejati, Farshi, Ashayeri, & Aghdasi, 2008) or applying higher order dependencies in the sequences (as reviewed above: Howard & Howard, 1997;Howard et al, 2007), observe a weaker learning performance in the elderly. To summarize, information complexity charging attention or memory resources can affect learning, as well as the extent to which explicit processes can influence learning.…”

Section: Empirical Findings On Skill Learning Throughout the Lifespanmentioning

confidence: 96%

Development of Different Forms of Skill Learning Throughout the Lifespan

Lukács

Kemény

2014

Cognitive Science

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The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood and early school years are the prime time for skill learning by tracking age-related changes in performance in three different paradigms of SL. We collected data from participants between 7 and 87 years for (1) a Serial Reaction Time Task (SRT) testing the learning of motor sequences, (2) an Artificial Grammar Learning (AGL) task testing the extraction of regularities from auditory sequences, and (3) Probabilistic Category Learning in the Weather Prediction task (WP), a non-sequential categorization task. Results on all three tasks show that adolescence and adulthood are the most efficient periods for skill learning, since instead of becoming less and less effective with age, SL improves from childhood into adulthood and then later declines with aging.

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Section: Empirical Findings On Skill Learning Throughout the Lifespanmentioning

confidence: 96%

Development of Different Forms of Skill Learning Throughout the Lifespan

Lukács

Kemény

2014

Cognitive Science

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“…Researchers have attempted to find out more about the nature of various disorders by combining tasks that share the same mechanisms and hence interfere with each other. Research into dual tasking has been conducted in such diverse areas as Huntington's disease [37], aging [38], schizophrenia [39], vision [40], Alzheimer's disease [41,42], spatial orientation [43] and brain research [44,45]. Dual tasking has been of special interest in research dealing with body postures and body movements.…”

Section: Dual Tasking In Rehabilitationmentioning

confidence: 99%

Dual tasking and stuttering: from the laboratory to the clinic

Metten

Bosshardt

Jones

et al. 2011

Disability and Rehabilitation

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“…Relatedly, IL in younger and older adults has been compared in the SRTT under both single-and dual-task conditions, which involved a concurrent tone-counting task (Frensch and Miner 1994;Nejati et al 2008). During dualtask performance, which added demands on explicit memory through keeping count of tones, only older adults showed IL impairments.…”

Section: Sequence Learningmentioning

confidence: 99%

Implicit Learning in Aging: Extant Patterns and New Directions

Rieckmann

Bäckman

2009

Neuropsychol Rev

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Research suggests that the striatum plays an important role in implicit learning (IL). The striatum exhibits marked age-related morphological and neurochemical losses. Yet, behavioral studies suggest that IL is generally well preserved in old age, and that age-related differences emerge only when highly complex IL tasks are used. In this review, we integrate behavioral and neuroimaging evidence on IL in aging. We suggest that relative stability of IL in old age may reflect neural reorganization that compensates for age-related losses in striatal functions. Specifically, there may be an age-related increase in reliance on extrastriatal regions (e.g., medial-temporal, frontal) during IL. This reorganization of function may be beneficial under less taxing performance conditions, but not when task demands become more challenging.

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Dual task interference in implicit sequence learning by young and old adults

Abstract: Implicit learning in the elderly is affected by attention. Therapists should not use cognitive tasks for overloading during motor learning in rehabilitation and exercise therapy of older adults.

Cited by 21 publications

References 17 publications

Development of Different Forms of Skill Learning Throughout the Lifespan

Development of Different Forms of Skill Learning Throughout the Lifespan

Dual tasking and stuttering: from the laboratory to the clinic

Implicit Learning in Aging: Extant Patterns and New Directions

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