A number of studies have suggested that attentional control skills required to perform 2 tasks concurrently become impaired with age (A. A. Hartley, 1992; J. M. McDowd & R. J. Shaw, 2000). A. A. Hartley (2001) recently observed that the age-related differences in dual-task performance were larger when the 2 tasks required similar motor responses. The present study examined the extent to which age-related deficits in dual-task performance or time sharing--in particular, dual-task performance of 2 discrimination tasks with similar motor requirements--can be moderated by training. The results indicate that, even when the 2 tasks required similar motor responses, both older and younger adults could learn to perform the tasks faster and more accurately. Moreover, the improvement in performance generalized to new task combinations involving new stimuli. Therefore, it appears that training can substantially improve dual-task processing skills in older adults.

Older adults' difficulties in performing two tasks concurrently have been well documented (Kramer & Madden, 2008). It has been observed that the age-related differences in dual-task performance are larger when the two tasks require similar motor responses (Hartley, 2001) and that in some conditions older adults also show greater susceptibility than younger adults to input interference (Hein & Schubert, 2004). The authors recently observed that even when the two tasks require motor responses, both older and younger adults can learn to perform a visual discrimination task and an auditory discrimination task faster and more accurately (Bherer et al., 2005). In the present study, the authors extended this finding to a dual-task condition that involves two visual tasks requiring two motor responses. Older and younger adults completed a dual-task training program in which continuous individualized adaptive feedback was provided to enhance performance. The results indicate that, even with similar motor responses and two visual stimuli, both older and younger adults showed substantial gains in performance after training and that the improvement generalized to new task combinations involving new stimuli. These results suggest that dual-task skills can be substantially improved in older adults and that cognitive plasticity in attentional control is still possible in old age.Address correspondence to Louis Bherer, Department of Psychology, Université du, Québec à Montréal (UQÀ M), Case postale 8888, succursale Centre-ville, Montréal, Québec, Canada, H3C 3P8. bherer.louis@uqam.ca. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptIn the past few years, many studies have examined the effect of practice on dual-task performance in order to better understand the basic cognitive mechanisms underlying dualtask performance. Some researchers have observed large practice effects on dual-task performance but without evidence of parallel execution of concurrent tasks (Ruthruff, Johnston, & Van Selst, 2001). Others have reported that practice enables participants to perfectly share their attention between two concurrent tasks (Schumacher et al., 2001). Moreover, substantial interindividual differences in the ability to coordinate two tasks have been observed. In fact, Ruthruff, Van Selst, Johnston, and Remington (2006) showed evidence of parallel execution of concurrent task (bottleneck bypass) in some participants. Furthermore, a dual-task deficit is also frequently observed in older adults, a group that manifests larger interindividual variability than younger adults. Both types of evidence, practice effects in younger adults and age-related deficits in dual-task performance, suggest that dual-task performance relies upon attentional control strategies. This implies that training and learning an optimal strategy could help to improve dual-task performance (Meyer & Kieras, 1997).Several studies have shown that indeed dual-task training can lead to substantially enhanced performance in...

Although training-induced changes in brain activity have been previously examined, plasticity associated with executive functions remains understudied. In this study, we examined training-related changes in cortical activity during a dual task requiring executive control. Two functional magnetic resonance imaging (fMRI) sessions, one before training and one after training, were performed on both a control group and a training group. Using a region-of-interest analysis, we examined Time x Group and Time x Group x Condition interactions to isolate training-dependent changes in activation. We found that most regions involved in dual-task processing before training showed reductions in activation after training. Many of the decreases in activation were correlated with improved performance on the task. We also found an area in the dorsolateral prefrontal cortex that showed an increase in activation for the training group for the dual-task condition, which was also correlated with improved performance. These results are discussed in relation to the efficacy of training protocols for modulating attention and executive functions, dual-task processing, and fMRI correlates of plasticity.

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Contextual cuing is a memory-based phenomenon in which previously encountered global pattern information in a display can automatically guide attention to the location of a target (Chun & Jiang, 1998), leading to rapid and accurate responses. What is not clear is how contextual cuing works. By monitoring eye movements, we investigated the roles that recognition and guidance play in contextual cuing. Recognition does not appear to occur on every trial and sometimes does not have its effects until later in the search process. When recognition does occur, attention is guided straight to the target rather than in the general direction. In Experiment 2, we investigated the interaction between memory-driven search (contextual cuing) and stimulus-driven attentional capture by abrupt onsets. Contextual cuing was able to override capture by abrupt onsets. In contrast, onsets had almost no effect on the degree of contextual cuing. These data are discussed in terms of the role of top-down and bottom-up factors in the guidance of attention in visual search.