Aging and multi-task training

描述(由申请人提供)：我们关于老龄化和多任务训练的研究计划的主要目标包括：(1)检验这样一种假设，即强调两个或更多任务之间的灵活协调的训练策略，如可变优先训练(Gopher，1993；2000；Kramer等人，1999 c)，将提高在训练任务上表现出的学习速度和掌握水平，以及保持成绩。此外，我们预测，鉴于老年人在自我监控等元认知技能方面表现出的困难，这种培训策略非常适合老年人。因此，我们预测通过使用不同优先级的训练策略，与年龄相关的双重任务绩效差异将会减少。(2)检验双任务训练，特别是采用可变优先训练策略的双任务训练将导致加工的多个方面的改善，包括训练任务的自动化，双任务加工策略如分时和时间切换的效率的提高，以及与双任务表现有关的基本加工如知觉速度、工作记忆和各种注意过程的效率的改善。此外，我们预测，由训练产生的增强的双任务处理将转移到固有的多任务情景-在高保真模拟器中驾驶汽车。(3)检验了绩效反馈的时序安排，即在练习中采用自适应衰减反馈的形式，可以增强双任务加工技能的迁移和保持，减少双任务绩效随年龄的下降。为了验证这一假设，我们将把一些在运动和语言学习文献中成功使用的反馈调度技术应用到双任务处理领域(a la Schmidt&Bork，1992；Sweeney&Dee，2001)。(4)检验视觉-空间注意技能(例如，Ball&Owsley，2000,2002的有用视野任务)也将从可变优先训练方法背景下的训练中受益的假设。此外，我们预测，视觉空间技能的训练将转移到基本的知觉和认知过程(见Green&Baveler，2003)以及模拟汽车驾驶。

DESCRIPTION (provided by applicant): The major aims of our research program on aging and multi-task training include the following: (1) To examine the hypothesis that training strategies, such as variable priority training (Gopher, 1993; 2000; Kramer et al, 1999c), which emphasize the flexible coordination among two or more tasks, will enhance the rate of learning and level of mastery exhibited on trained tasks as well as the retention of performance. Furthermore, we predict that such training strategies are well suited for older adults given their demonstrated difficulties in meta-cognitive skills such as self-monitoring. Thus, we predict a reduction in age-related dual-task performance differences with the use of variable priority training strategies. (2) To examine the hypothesis that dual-task training, particularly with variable priority training strategies, will lead to the improvement in a number of aspects of processing including the automatization of the trained tasks, improvement in the efficiency of dual-task processing strategies such as time-sharing and timeswitching, and improvements in the efficiency of elementary processes relevant to dual-task performance such as perceptual speed, working memory, and various attentional processes. Furthermore, we predict that enhanced dual-task processing engendered by training will transfer to an inherently multi-task situation - automobile driving in a high fidelity simulator. (3) To examine the hypothesis that the scheduling of performance feedback, in the form of adaptively fading feedback with practice, will enhance the transfer and retention of dual-task processing skills and reduce the age-related decrement in dual-task performance. To test this hypothesis we will adapt some of the feedback scheduling techniques that have been successfully used in the motor and verbal learning literatures to the arena of dual-task processing (a la Schmidt & Bork, 1992; Sweeney & Dee, 2001). (4) To examine the hypothesis that visual-spatial attentional skills (e.g. the Useful Field of View task, Ball & Owsley, 2000, 2002), will also benefit from training within the context of variable priority training methodology. Furthermore, we predict that training visual-spatial skills will transfer to elementary perceptual and cognitive processes (see Green & Baveiler, 2003) as well as simulated automobile driving.