Cognitive and motor task performance under single- and dual-task conditions: effects of consecutive versus concurrent practice

The concurrent execution of two or more tasks simultaneously results in performance decrements in one or both conducted tasks. The practice of dual-task (DT) situations has been shown to decrease performance decrements. The purpose of this study was to investigate the effects of consecutive versus concurrent practice on cognitive and motor task performance under single-task (ST) and DT conditions. Forty-five young adults (21 females, 24 males) were randomly assigned to either a consecutive practice (INT consecutive) group, a concurrent practice (INT concurrent) group or a control (CON) group (i.e., no practice). Both INT groups performed 2 days of acquisition, i.e., practicing a cognitive and a motor task either consecutively or concurrently. The cognitive task required participants to perform an auditory stroop task and the number of correct responses was used as outcome measure. In the motor task, participants were asked to stand on a stabilometer and to keep the platform as close to horizontal as possible. The time in balance was calculated for further analysis. Pre- and post-practice testing included performance assessment under ST (i.e., cognitive task only, motor task only) and DT (i.e., cognitive and motor task simultaneously) test conditions. Pre-practice testing revealed no significant group differences under ST and DT test conditions neither for the cognitive nor the motor task measure. During acquisition, both INT groups improved their cognitive and motor task performance. The post-practice testing showed significantly better cognitive and motor task values under ST and DT test conditions for the two INT groups compared to the CON group. Further comparisons between the two INT groups revealed better motor but not cognitive task values in favor of the INT consecutive practice group (ST: p = 0.022; DT: p = 0.002). We conclude that consecutive and concurrent practice resulted in better cognitive (ST condition) and motor (ST and DT test conditions) task performance than no practice. In addition, consecutive practice resulted in superior motor task performance (ST and DT test conditions) compared to concurrent practice and is, therefore, recommended when executing DT practice schedules.

Does a New Version of the Direction Orientation Task Measure Spatial Ability?

The US Air Force, Navy and Marine Corps use the direction orientation task (DOT) to assess spatial ability of potential pilots. However, recent research has shown limitations with the current implementation of the DOT, as well as an earlier candidate replacement the DOT 2. Specifically, there is evidence to suggest that the use of a math strategy and math ability may be related to performance on both tasks. The focus of the current paper is on the evaluation of a revised version of the DOT task (DOT 2.5) designed to encourage the use of spatial solutions by removing the numerical values from the task. We compared the performance of DOT 2.5 with previously validated measures of spatial ability, namely the paper folding and block rotation tasks. We also asked participants how often they employed different strategies on the task (e.g., a spatial strategy or mathematical one). Our results show the DOT 2.5 is significantly related to spatial ability as measured with block rotation. However, while participants were three times more likely to use a spatial strategy on the task, only the use of a math strategy was related to improved performance.

Does the Key Task Measure Prospective Memory? Cautionary Findings from Parallel Studies in HIV Disease and Older Adults

Objective Despite its brevity and face validity, little is known about the construct validity of the naturalistic “Key Task” of prospective memory (PM), in which an examinee is instructed to remind the examiner at a designated time to retrieve keys (or another belonging) placed out of sight. Method Study 1 included 162 HIV+ and 52 HIV− comparison participants who completed the Key Task alongside well-validated measures of PM and a comprehensive neuropsychological battery that included everyday functioning measures. Study 2 used broadly parallel methods in 168 older community-dwelling Australians. Results Overall, the Key Task was not reliably associated with neurocognitive functioning (including clinical and experimental measures of PM), PM symptoms, or everyday functioning in either sample. Conclusions The Key Task did not demonstrate compelling evidence of construct validity among persons living with HIV disease or older adults, which raises doubts regarding its clinical usefulness as a measure of PM.

Relationships between fiction media, genre, and empathic abilities

Fiction enables readers to simulate the social experiences of characters and may facilitate prosociality. Research has indicated that fiction print exposure positively relates to empathy and may promote altruistic behaviors. Whether associations hold across different media formats and thematic genres remains unclear. This study took a multidimensional approach to both fiction engagement and empathic abilities. Specifically, it aimed to replicate previous findings that lifetime fiction exposure positively predicts empathy, and to extend this literature through an exploration of the relationships between media and genre formats, empathy and altruism. Participants (N = 404) completed a multidimensional task measure of fiction media exposure and answered questions about fiction engagement, empathic and altruistic tendencies. Results showed divergent associations between fiction format, genre, and empathic abilities, and fiction media exposure positively predicted the tendencies to become transported into narratives and to help others. Engagement with fiction formats and thematic genres may differentially support adults’ prosocial development.

Examining Alphabet Writing Fluency in Kindergarten

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency—that is, how well children access, retrieve, and write letter forms automatically. In the current study, the alphabet writing fluency task was administered at both the beginning and end of the kindergarten school year. Scores were calculated for two time increments, 15 and 60 s, and compared with an alphabet writing, untimed task. All three scores were compared with criterion measures of writing, including both standardized writing assessments and compositional CBMs of writing. Results indicate that measuring alphabet writing fluency using either timed tasks (15- or 60-s) at the beginning or the end of kindergarten may not be a useful or valid endeavor. In contrast, the alphabet writing, untimed task measure showed stronger correlations to criterion writing measures in comparison with the 15- and 60-s alphabet writing fluency tasks and also showed greater concurrent and predictive validity. Limitations and further areas of study are discussed.