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Younger adults integrate visual and vestibular cues to self-motion in a manner consistent with optimal integration; however, little is currently known about whether this process changes with older age. Our objective was to determine whether older adults, like younger adults, display evidence of optimal visual-vestibular integration, including reductions in bimodal variance (Visual + Vestibular) compared with unimodal variance (visual or vestibular alone), and reliability-based cue weighting. We used a motion simulator and a head-mounted display to introduce a 2-interval forced-choice heading estimation task. Older (65+ years) and younger adults (18-35 years) judged which of two movements was more rightward. Movements consisted of vestibular cues (passive movement in darkness), visual cues (optic flow), or both cues combined. The combined condition contained either congruent cues or incongruent cues (either a subtle 5° or larger 20° conflict). Results demonstrated that older adults had less reliable visual heading estimates than younger adults but comparable vestibular heading estimates. During combined, congruent conditions, both age groups exhibited reductions in combined variance, consistent with predicted optimal integration. During subtle cue conflicts, only younger adults exhibited combined variance consistent with predicted optimal integration, but both age groups displayed reliability-based cue weighting. During larger spatial conflicts, neither group demonstrated optimal reductions in variance. Younger adults displayed reliability-based cue weighting but older adults' heading estimates were biased toward the less reliable visual estimate. Older adults' tendency to incorporate spatially conflicting and unreliable visual cues into their self-motion percept may affect their performance on mobility-related tasks like walking and driving. (PsycINFO Database Record

Recent evidence suggests that visual-auditory cue integration may change as a function of age such that integration is heightened among older adults. Our goal was to determine whether these changes in multisensory integration are also observed in the context of self-motion perception under realistic task constraints. Thus, we developed a simulated driving paradigm in which we provided older and younger adults with visual motion cues (i.e., optic flow) and systematically manipulated the presence or absence of congruent auditory cues to self-motion (i.e., engine, tire, and wind sounds). Results demonstrated that the presence or absence of congruent auditory input had different effects on older and younger adults. Both age groups demonstrated a reduction in speed variability when auditory cues were present compared to when they were absent, but older adults demonstrated a proportionally greater reduction in speed variability under combined sensory conditions. These results are consistent with evidence indicating that multisensory integration is heightened in older adults. Importantly, this study is the first to provide evidence to suggest that age differences in multisensory integration may generalize from simple stimulus detection tasks to the integration of the more complex and dynamic visual and auditory cues that are experienced during self-motion.

Previous psychophysical research has examined how younger adults and non-human primates integrate visual and vestibular cues to perceive self-motion. However, there is much to be learned about how multisensory self-motion perception changes with age, and how these changes affect performance on everyday tasks involving self-motion. Evidence suggests that older adults display heightened multisensory integration compared with younger adults; however, few previous studies have examined this for visual-vestibular integration. To explore age differences in the way that visual and vestibular cues contribute to self-motion perception, we had younger and older participants complete a basic driving task containing visual and vestibular cues. We compared their performance against a previously established control group that experienced visual cues alone. Performance measures included speed, speed variability, and lateral position. Vestibular inputs resulted in more precise speed control among older adults, but not younger adults, when traversing curves. Older adults demonstrated more variability in lateral position when vestibular inputs were available versus when they were absent. These observations align with previous evidence of age-related differences in multisensory integration and demonstrate that they may extend to visual-vestibular integration. These findings may have implications for vehicle and simulator design when considering older users.

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Performance validity assessment has become a standard component of psychoeducational and neuropsychological evaluations (Sweet et al., 2021) but there is evidence to demonstrate that cultural variables can influence performance validity test outcomes. Given the critical role that performance validity assessment plays in determining the accuracy of neuropsychological and psychoeducational test data, it is imperative that these tests are unbiased across culturally diverse samples. The purpose of the current investigation was to examine the impact of race/ethnicity and gender on the Pediatric Performance Validity Test Suite (PdPVTS; McCaffrey, Lynch, Leark, & Reynolds, 2020). A general population sample of n = 838 examinees was collected and demographically matched subsamples were established to compare gender and racial/ethnic groups while controlling for other confounding demographic variables. Classification/failure rates revealed little evidence of adverse impact across gender and racial/ethnic groups. Mean score equivalency between demographic groups was achieved in most cases. Instances where evidence of equivalence could not be established, namely for the Story Questions, were associated with smaller sample sizes and lower statistical power. Taken together, the current study demonstrates that examiners may use the PdPVTS with confidence that pass/fail classifications will not be associated with gender or race/ethnicity for Black, White, and Hispanic examinees.

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