Multi-tasking in movement sequence learning - the role of the control mode, coding and the sequence representation

运动序列学习中的多任务——控制模式、编码和序列表示的作用

• 批准号: 274918076
• 负责人: Professor Dr. Stefan Panzer
• 金额: --
• 依托单位: Sportwissenschaftliches Institut (SWI)
• 依托单位国家: 德国
• 项目类别: Priority Programmes
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/274918076?language=en
• 关键词: Multi; tasking; movement; sequence; learning

In some situations people are able to perform a movement sequence while performing another task at the same time, for example driving a car and carrying on a conversation. However, in other situations it is difficult to perform a sequence while another task is running simultaneously, for example writing the grocery list and carrying on a conversation. A challenging question is to know why in some situations sequential behavior can be performed in multi-task situations and in other situations not. A more detailed view at the driving example shows that driving a car involves a selection of actions intermittently. Some of the time the driver is having a conversation, he/she is may be producing pre-planned sequences rather than choosing new ones. In the psychological science literature Pashler (1992) proposed that during this time window it is possible that the structural and functional limitations of the central cognitive processes (e.g. the bottleneck) are freed up to perform other tasks simultaneously. This is also in accordance with the planning and control model proposed in the motor control and learning literature. According to this model the goal of the planning system is to select and to initiate an appropriate motor program to reach the movement goals. Planning also determines the initial kinematic parameterization of the movement sequence including timing and velocity. Performing a secondary task after finishing the planning process will not result in dual-task interference. Another interesting feature of multi-tasking is related to the question of the interaction between planning and the linkage between two tasks of different dimensions. For example, a triple jump athlete verbally supports the sequence of his/her jump by 'hop-step-jump'. In this case different modalities (verbal/motor) support the learning of the sequence. If the two tasks are consistently combined, both tasks will be linked. The interesting theoretical question is to determine, to which degree the different tasks co-vary and if the linkage will be a part of the planning process. In three experimental series these questions on multi-tasking will be investigated.

在某些情况下，人们能够在执行另一任务的同时执行运动序列，例如驾驶汽车和进行对话。然而，在其他情况下，很难在另一个任务同时运行的同时执行一个序列，例如写购物清单和进行对话。一个具有挑战性的问题是要知道为什么在某些情况下，顺序行为可以在多任务情况下执行，而在其他情况下不能。更详细的驾驶示例显示，驾驶汽车涉及间歇性的动作选择。有些时候，司机正在进行对话，他/她可能会产生预先计划的序列，而不是选择新的序列。在心理科学文献中，Pashler（1992）提出，在这个时间窗口中，中央认知过程的结构和功能限制（例如瓶颈）可能被释放，同时执行其他任务。这也是根据在电机控制和学习文献中提出的规划和控制模型。根据该模型，规划系统的目标是选择并启动适当的运动程序以达到运动目标。规划还确定运动序列的初始运动学参数化，包括时间和速度。在完成规划过程后执行次要任务不会导致双重任务干扰。多任务处理的另一个有趣的特征与计划之间的相互作用和不同维度的两项任务之间的联系有关。例如，三级跳远运动员口头上支持他/她的跳跃顺序为“跳-步-跳”。在这种情况下，不同的模态（言语/运动）支持序列的学习。如果这两个任务始终组合在一起，则这两个任务将被链接。有趣的理论问题是确定，在何种程度上不同的任务共同变化，如果链接将是规划过程的一部分。在三个实验系列中，将研究这些关于多任务处理的问题。