Identifying training modalities to improve multitasking in older adults

Abstract

Studies that have measured the effects of attentional training have relied on a range of training formats, which may vary in their efficacy. In particular, it is unclear whether programs that practice dual-tasking are more effective in improving divided attention than programs focusing on flexible allocation priority training. The aims of this study were as follows: (1) to compare the efficacy of different types of attentional training formats and (2) to assess transfer to distal measures. Forty-two healthy older adults were randomly assigned to one of three training groups. In the SINGLE training condition, participants practiced a visual detection and an alphanumeric equation task in isolation. In the FIXED training condition, participants practiced both tasks simultaneously with equal attention allocated to each. In the VARIABLE training condition, participants varied the attentional priority allocated to each task. After training, all participants improved their performance on the alphanumeric equation task when performed individually, including those in the SINGLE training condition. Participants in the FIXED training condition improved their divided attention, but only the participants in the VARIABLE training condition showed a greater capacity to vary their attentional priorities according to the instructions. Regarding transfer, all groups improved their performance on the 2-back condition, but only the VARIABLE and FIXED conditions resulted in better performance on the 1-back condition. Overall, the study supports the notion that attentional control capacities in older adults are plastic and can be improved with appropriate training and that the type of training determines its impact on divided attention.

MEMO+: Efficacy, Durability and Effect of Cognitive Training and Psychosocial Intervention in Individuals with Mild Cognitive Impairment

“…The sample size was determined from pilot data that indicated medium to moderate effect sizes . Of the 162 participants initially planned, 153 were eligible, 145 agreed to be randomized (Figure ), 127 completed at least 1 posttraining assessment (87.6%) and were included in the mITTA, 114 completed POST3 (78.6%), and 104 completed POST6 (71.7%).…”

“…Session 1 provides psychoeducational information regarding memory, health, and aging. Session 2 teaches participants to vary their attentional priority during dual tasking, because it was found that providing short attentional training improved the efficacy of subsequent memory training. In Session 3, participants learn to improve visual interactive imagery abilities .…”

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“…Such transfer effects from one executive task to another after DT training had previously been observed. 82 …”

On the Rational Boundedness of Cognitive Control: Shared Versus Separated Representations

“…The benefit of dual-task training over single task training has lead some researchers to suggest that dual-task training improves inter-task coordination that can generalize to other dual-task conditions (Bier, de Boysson, & Belleville, 2014;Hirst, Spelke, Reaves, Caharack, & Neisser, 1980;Kramer, Larish, & Strayer, 1995;Liepelt et al, 2011;Strobach, Frensch, & Schubert, 2012). While this may be true, Simulation…”