Aging and multi-task training

描述（由申请人提供）：我们的研究项目的主要目的包括：(1)检验训练策略，如可变优先级训练（Gopher, 1993; 2000; Kramer et al ., 1999c），强调两个或多个任务之间的灵活协调，可以提高学习的速度和对训练任务的掌握水平，以及绩效的保留。此外，我们预测这种训练策略非常适合老年人，因为他们在元认知技能（如自我监控）方面表现出困难。因此，我们预测使用可变优先级训练策略可以减少与年龄相关的双任务表现差异。(2)检验双任务训练，特别是可变优先级训练策略，将导致加工的许多方面的改善，包括训练任务的自动化，双任务处理策略（如分时和时间转换）效率的提高，以及与双任务表现相关的基本过程（如感知速度、工作记忆、工作记忆和工作记忆）效率的提高。以及各种注意力过程。此外，我们预测训练产生的增强的双任务处理将转移到固有的多任务情境中-高保真模拟器中的汽车驾驶。(3)考察绩效反馈的时间安排，即随练习的自适应消退反馈，会增强双任务处理技能的迁移和保留，并减少双任务绩效的年龄相关下降。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于双任务处理领域（a la Schmidt & Bork, 1992; Sweeney & Dee, 2001）。(4)检验视觉空间注意力技能（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，我们预测视觉空间技能的训练将转移到基本的感知和认知过程（见Green & Baveiler， 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.