Aging and multi-task training

描述（申请人提供）：本研究计划的主要目的是：（1）检验训练策略，如可变优先级训练，（Gopher，1993年; 2000年;克雷默等人，1999 c），其强调两个或多个任务之间的灵活协调，将提高学习率和掌握水平上展示的训练任务，以及保留性能。此外，我们预测，这种训练策略非常适合老年人，因为他们在自我监控等元认知技能方面存在困难。因此，我们预测减少与年龄相关的双任务的性能差异与使用可变优先级的培训策略。(2)为了检验双任务训练，特别是可变优先级训练策略，将导致处理的许多方面的改善，包括训练任务的自动化，双任务处理策略（如分时和分时）效率的改善，以及与双任务性能相关的基本处理（如感知速度）效率的改善，工作记忆和各种注意力过程。此外，我们预测，通过训练产生的增强的双任务处理将转移到一个固有的多任务的情况下-在高保真模拟器中的汽车驾驶。(3)研究结果表明，随着时间的推移，随着时间的推移，表现反馈的时间安排会促进双任务加工技能的迁移和保持，并减少双任务加工中与年龄相关的成绩下降。为了验证这一假设，我们将一些反馈调度技术，已成功地用于运动和言语学习文献的双任务处理的竞技场（一拉施密特和博尔克，1992年;斯威尼和迪，2001年）。(4)检验视觉空间注意技能（例如有用视野任务，Ball & Owsley，2000，2002）也将受益于可变优先级训练方法背景下的训练的假设。此外，我们预测，训练视觉空间技能将转移到基本的知觉和认知过程（见绿色和Baveiler，2003年），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.