An investigation of response and stimulus modality transfer effects after dual-task training in younger and older
An investigation of response and stimulus modality transfer effects after dual-task training in younger and older
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DOI：
10.3389/fnhum.2012.00129
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发表时间：
2012-05-18
影响因子：
2.9
通讯作者：
Bherer, Louis
中科院分区：
文献类型：
--
作者：
Lussier, Maxime;Gagnon, Christine;Bherer, Louis
研究表明，双重任务训练可以显著改善年轻人和老年人的双重任务表现。然而，培训在多大程度上有利于未经培训的任务，需要进一步调查。本研究评估了（a）双任务训练是否会导致未训练任务中使用新刺激和/或运动反应方式的跨通道迁移;（B）迁移效应是否与准备和维持多个任务集的能力提高和/或反应协调增强有关;（c）迁移效应是否存在年龄相关差异。23名年轻人和23名老年人被随机分配到双任务训练或控制条件。所有受试者在训练前和训练后接受三种双任务转移条件的评估：（1）刺激模式转移（2）反应模式转移（3）刺激和反应模式转移任务。训练组在三种迁移双任务条件下的成绩均比对照组有较大的提高，这表明训练导致了对刺激/反应关联的更多的特异性学习。注意力成本分析表明，培训导致双任务成本的改善，只有在涉及新的刺激或反应方式的条件下，但不是两者兼而有之。此外，培训并没有导致任务设置成本降低的转移条件，这表明可以预期的转移效果的一些限制。总的来说，本研究支持的概念，注意力控制的认知可塑性是保留在成年后期。
It has been shown that dual-task training leads to significant improvement in dual-task performance in younger and older adults. However, the extent to which training benefits to untrained tasks requires further investigation. The present study assessed (a) whether dual-task training leads to cross-modality transfer in untrained tasks using new stimuli and/or motor responses modalities, (b) whether transfer effects are related to improved ability to prepare and maintain multiple task-set and/or enhanced response coordination, (c) whether there are age-related differences in transfer effects. Twenty-three younger and 23 older adults were randomly assigned to dual-task training or control conditions. All participants were assessed before and after training on three dual-task transfer conditions; (1) stimulus modality transfer (2) response modality transfer (3) stimulus and response modalities transfer task. Training group showed larger improvement than the control group in the three transfer dual-task conditions, which suggests that training leads to more than specific learning of stimuli/response associations. Attentional costs analyses showed that training led to improved dual-task cost, only in conditions that involved new stimuli or response modalities, but not both. Moreover, training did not lead to a reduced task-set cost in the transfer conditions, which suggests some limitations in transfer effects that can be expected. Overall, the present study supports the notion that cognitive plasticity for attentional control is preserved in late adulthood.