Cargando…
The effect of cognitive aging on implicit sequence learning and dual tasking
We investigated the influence of attentional demands on sequence-specific learning by means of the serial reaction time task (Nissen and Bullemer, 1987) in young (age 18–25) and aged (age 55–75) adults. Participants had to respond as fast as possible to a stimulus presented in one of four horizontal...
Autores principales: | , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2014
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3936304/ https://www.ncbi.nlm.nih.gov/pubmed/24578697 http://dx.doi.org/10.3389/fpsyg.2014.00154 |
_version_ | 1782305302859743232 |
---|---|
author | Vandenbossche, Jochen Coomans, Daphné Homblé, Koen Deroost, Natacha |
author_facet | Vandenbossche, Jochen Coomans, Daphné Homblé, Koen Deroost, Natacha |
author_sort | Vandenbossche, Jochen |
collection | PubMed |
description | We investigated the influence of attentional demands on sequence-specific learning by means of the serial reaction time task (Nissen and Bullemer, 1987) in young (age 18–25) and aged (age 55–75) adults. Participants had to respond as fast as possible to a stimulus presented in one of four horizontal locations by pressing a key corresponding to the spatial position of the stimulus. During the training phase sequential blocks were accompanied by (1) no secondary task (single), (2) a secondary tone counting task (dual tone), or (3) a secondary shape counting task (dual shape). Both secondary tasks were administered to investigate whether low and high interference tasks interact with implicit learning and age. The testing phase, under baseline single condition, was implemented to assess differences in sequence-specific learning between young and aged adults. Results indicate that (1) aged subjects show less sequence learning compared to young adults, (2) young participants show similar implicit learning effects under both single and dual task conditions when we account for explicit awareness, and (3) aged adults demonstrate reduced learning when the primary task is accompanied with a secondary task, even when explicit awareness is included as a covariate in the analysis. These findings point to implicit learning deficits under dual task conditions that can be related to cognitive aging, demonstrating the need for sufficient cognitive resources while performing a sequence learning task. |
format | Online Article Text |
id | pubmed-3936304 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-39363042014-02-27 The effect of cognitive aging on implicit sequence learning and dual tasking Vandenbossche, Jochen Coomans, Daphné Homblé, Koen Deroost, Natacha Front Psychol Psychology We investigated the influence of attentional demands on sequence-specific learning by means of the serial reaction time task (Nissen and Bullemer, 1987) in young (age 18–25) and aged (age 55–75) adults. Participants had to respond as fast as possible to a stimulus presented in one of four horizontal locations by pressing a key corresponding to the spatial position of the stimulus. During the training phase sequential blocks were accompanied by (1) no secondary task (single), (2) a secondary tone counting task (dual tone), or (3) a secondary shape counting task (dual shape). Both secondary tasks were administered to investigate whether low and high interference tasks interact with implicit learning and age. The testing phase, under baseline single condition, was implemented to assess differences in sequence-specific learning between young and aged adults. Results indicate that (1) aged subjects show less sequence learning compared to young adults, (2) young participants show similar implicit learning effects under both single and dual task conditions when we account for explicit awareness, and (3) aged adults demonstrate reduced learning when the primary task is accompanied with a secondary task, even when explicit awareness is included as a covariate in the analysis. These findings point to implicit learning deficits under dual task conditions that can be related to cognitive aging, demonstrating the need for sufficient cognitive resources while performing a sequence learning task. Frontiers Media S.A. 2014-02-27 /pmc/articles/PMC3936304/ /pubmed/24578697 http://dx.doi.org/10.3389/fpsyg.2014.00154 Text en Copyright © 2014 Vandenbossche, Coomans, Homblé and Deroost. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Vandenbossche, Jochen Coomans, Daphné Homblé, Koen Deroost, Natacha The effect of cognitive aging on implicit sequence learning and dual tasking |
title | The effect of cognitive aging on implicit sequence learning and dual tasking |
title_full | The effect of cognitive aging on implicit sequence learning and dual tasking |
title_fullStr | The effect of cognitive aging on implicit sequence learning and dual tasking |
title_full_unstemmed | The effect of cognitive aging on implicit sequence learning and dual tasking |
title_short | The effect of cognitive aging on implicit sequence learning and dual tasking |
title_sort | effect of cognitive aging on implicit sequence learning and dual tasking |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3936304/ https://www.ncbi.nlm.nih.gov/pubmed/24578697 http://dx.doi.org/10.3389/fpsyg.2014.00154 |
work_keys_str_mv | AT vandenbosschejochen theeffectofcognitiveagingonimplicitsequencelearninganddualtasking AT coomansdaphne theeffectofcognitiveagingonimplicitsequencelearninganddualtasking AT homblekoen theeffectofcognitiveagingonimplicitsequencelearninganddualtasking AT deroostnatacha theeffectofcognitiveagingonimplicitsequencelearninganddualtasking AT vandenbosschejochen effectofcognitiveagingonimplicitsequencelearninganddualtasking AT coomansdaphne effectofcognitiveagingonimplicitsequencelearninganddualtasking AT homblekoen effectofcognitiveagingonimplicitsequencelearninganddualtasking AT deroostnatacha effectofcognitiveagingonimplicitsequencelearninganddualtasking |