COGNITIVE PLASTICITY & AGING--DUAL-TASK TRAINING EFFECTS

认知可塑性

基本信息

批准号：
2053668
负责人：
ARTHUR F. KRAMER
金额：
$ 15.37万
依托单位：
UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
依托单位国家：
美国
项目类别：
财政年份：
1994
资助国家：
美国
起止时间：
1994-04-08 至 1999-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/2053668
关键词：
adolescence (12-20) aging attention cognition human old age (65+) human subject learning learning transfer memory neural information processing neural plasticity perception performance training young adult human (21-34)

项目摘要

There has been a conspicuous absence of research directed to the question of whether older adults have the capability to improve their dual-task performance through practice and training, and whether such improvements might parallel those exhibited for younger adults or instead narrow or eliminate the age-related gap in dual-task performance. It is this question which forms the basis of our research program on the influence of training strategies on the learning, transfer and retention of dual-task processing skills for young and elderly adults. The major aims of our research program include the following; (1) To examine the hypothesis that training strategies, such as variable priority training (Gopher, in press), which emphasize the flexible coordination among two or more tasks in multi-task settings, will enhance the rate of learning and level of mastery exhibited on trained tasks as well as the retention of performance over extended periods of time. Furthermore, we predict that such training strategies are uniquely suited for older adults given their demonstrated difficulties in metacognitive skills such as self-monitoring and information. 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, the improvement in the efficiency of dual-task processing strategies such as time-sharing and time-switching, and improvements in the efficiency of elementary processes relevant to dual-task performance such as perceptual speed, working memory, and various attentional processes. (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.

关于这个问题的显然缺乏研究老年人是否有能力提高双重任务通过练习和培训的表现，以及这种改进是否可能与年轻人展出的人或狭窄或消除双重任务性能中与年龄相关的差距。就是这样问题哪个构成了我们研究计划的基础关于学习，转移和保留双任务的培训策略年轻和老年人的处理技巧。我们的研究计划的主要目的包括以下内容；（1）检查培训策略（例如变量）的假设优先培训（Gopher，印刷中），该培训强调灵活多任务设置中的两个或多个任务之间的协调将增强学习的速度和精通水平在受过训练的任务上表现为以及长时间的绩效保留。此外，我们预测此类培训策略非常适合对于老年人，鉴于他们在元认知方面遇到困难自我监控和信息等技能。因此，我们预测与年龄相关的双任务性能差异降低可变优先培训策略。（2）探讨以下假设：双任务培训，特别是在可变优先培训策略将导致处理的各个方面数量，包括训练有素的自动化任务，提高双任务处理策略的效率例如时间共享和时间切换，以及效率的提高与双任务性能相关的基本过程感知速度，工作记忆和各种注意力过程。（3）检查绩效反馈的调度的假设，以实践的自适应褪色反馈的形式，将增强转移和保留双任务处理技能并降低年龄 - 双重任务性能的相关降低。为了检验这一假设将适应一些反馈调度技术成功地用于运动和言语学习文献双任务处理。