Interference between a fast-paced spatial puzzle task and verbal memory demands

Abstract

Research continues to provide evidence that people are poor multi-taskers. Cognitive resource theory is a common explanation for the inability to efficiently perform multiple tasks at the same time. This theory proposes that one's limited supply of cognitive resources can be utilized faster than it is replenished, which results in a performance decline, particularly when these limited resources must be allocated among multiple tasks. Researchers have proposed both domain-specific, for example, spatial versus verbal processing resources, and domain general cognitive resources. In the present research, we investigated whether a spatial puzzle task performed simultaneously with a verbal recall task would impair performance in either task or both tasks, compared to performance on the tasks individually. As hypothesized, a reduction in word recall was found when dual-tasking, though performance on the puzzle task did not significantly differ between the single- and dual-task conditions. This is consistent, in part, with both a general resource theory and a Multiple Resource Theory, but further work is required to better understand the cognitive processing system. The employment of the recall task in the dual-task paradigm with a variety of secondary tasks will help to continue mapping out the specificity (or lack thereof) of cognitive resources utilized in various mental and physical tasks.

Is Semantic Vigilance Impaired by Narrative Memory Demands? Theory and Applications

“…dual-task interference; Helton & Russell, 2015;Helton & Warm, 2008;Parasuraman & Mouloua, 1987;Warm et al, 2008). Many studies have demonstrated worse performance in dual-compared to single-task conditions, regardless of the type of tasks used (Blakely, Kemp, & Helton, 2016;Bourke, 1996;Darling & Helton, 2014;Epling, Blakely, Russell, & Helton, 2017Green & Helton, 2011;Head, Russell, Dorahy, Neumann, & Helton, 2012).…”

“…In addition to the decline in performance with time on task as resource stores are drained, when limited resources are distributed among more than one task, they may be utilized faster than they are replenished, resulting in further reduction in performance (i.e., dual-task interference; Helton & Russell, 2015; Helton & Warm, 2008; Parasuraman & Mouloua, 1987; Warm et al, 2008). Many studies have demonstrated worse performance in dual- compared to single-task conditions, regardless of the type of tasks used (Blakely, Kemp, & Helton, 2016; Bourke, 1996; Darling & Helton, 2014; Epling, Blakely, Russell, & Helton, 2016, 2017; Epling, Russell, & Helton, 2016; Green & Helton, 2011; Head, Helton, Russell, & Neumann, 2012; Head, Russell, Dorahy, Neumann, & Helton, 2012).…”

Performing pull-ups with small climbing holds influences grip and biomechanical arm action

“…Rock-climbing requires equilibrating and moving the entire body along routes across walls, boulders, and cliffs, using quadrupedal locomotion. It requires many physical (Baláš, 2017), psychological (Sanchez, 2017), technical (Baláš et al, 2014;Quaine, Martin, Leroux, Blanchi, & Allard, 1996), and cognitive skills (Bourdin, Teasdale, & Nougier, 1998;Epling, Blakely, Russel, & Helton, 2017). These include the crucial capacities to exert strong fingertip forces on the holds and pull ups with the upper limbs to reach the next hold (Draper, Dickson, Blackwell, Priestley, Fryer, Marshall, Shearman, Hamlin, Winter & Ellis, 2011;Watts, 2004).…”

Dual-Task Interference Between Swimming and Verbal Memory

“…We calculated the dual-task effects, Cohen’s d z , on both tasks, and to put this in context, we combined this with the effects found in previous studies pairing the word-recall task with other tasks including a visual semantic discrimination task (Epling, Russell, & Helton, 2016), running over a flat grass track (Epling, Blakely, et al, 2016), the Sustained Attention to Response Task (SART; Head & Helton, 2014), Quadra, a game like Tetris (Epling et al, 2017), and climbing a traverse on a climbing wall (Green et al, 2014; Green & Helton, 2011). These effects are displayed in Figure 4.…”

“…The single-task word recall required participants to sit on the pool’s edge with their legs in the water and listen to a list of 20 words that they would be asked to recall later. The words used in the word lists were from a previous study (Green & Helton, 2011; see supplementary materials) and have been used in numerous studies (Epling, Blakely, et al, 2016; Epling, Blakely, Russell, & Helton, 2017; Epling, Russell, & Helton, 2016; Head & Helton, 2014). One list was assigned at random to the single-task and dual-task conditions, as no study had ever found any word list differences in memorability; the lists were developed to be equally memorable.…”