Effect of age on dual-task performance in children and adults

Anderson, Mike; Bucks, Romola S.; Bayliss, Donna M.; Sala, Sergio Della

doi:10.3758/s13421-011-0099-7

Cited by 47 publications

(67 citation statements)

References 63 publications

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“…Three studies reported improved DT performances from 4 years to 7–8 years (Dossett and Burns, 2000; Gautier and Droit‐Volet, 2002; McKenzie et al, 2003). However, the age differences were absent when the tasks were equated and performed under equal priority conditions (Anderson et al, 2011; Irwin‐Chase and Burns, 2000). The DTC were comparable between 7 and 9 year olds (Anderson et al, 2011); and between 10, 11 and 12 year olds (Imbo and Vandierendonck, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…However, the age differences were absent when the tasks were equated and performed under equal priority conditions (Anderson et al, 2011; Irwin‐Chase and Burns, 2000). The DTC were comparable between 7 and 9 year olds (Anderson et al, 2011); and between 10, 11 and 12 year olds (Imbo and Vandierendonck, 2007). The results for comparison of DT performances between children and adults were inconsistent (Anderson et al, 2011; Karatekin, 2004).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Does dual tasking ability change with age across childhood and adolescence? A systematic scoping review

Saxena

Cinar

Majnemer

et al. 2017

Intl J of Devlp Neuroscience

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The aim of this literature search was to identify nature and extent of the evidence supporting the development of dual tasking skills in typically developing children. We systematically searched PsycINFO, Ovid and Pubmed for studies evaluating dual task performances of children and adolescents <18 years of age. 31 studies published in English from 1990 to 2016 were included. A descriptive analysis was used for data extraction and charting. Study findings reported that age influenced dual task performances under difficult or complex task conditions but they were found to be inconclusive when the tasks were equated at everyone's difficulty level. Therefore, greater attention should be paid to meet the methodological and interpretive challenges to investigate if task coordination in children is affected by the dual tasking skills or just by development of motor and cognitive systems in isolation.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Does dual tasking ability change with age across childhood and adolescence? A systematic scoping review

Saxena

Cinar

Majnemer

et al. 2017

Intl J of Devlp Neuroscience

View full text Add to dashboard Cite

show abstract

“…However, we know that not all cognitive tasks interact with postural control processing in the same way. Previous studies have indicated that more difficult tasks may result in greater COP displacements due to attentional competition2, 3 ) . We hypothesized that a visual memory task would interfere with a balance task much more than a verbal memory task, because postural control is assumed to involve visual/spatial processing.…”

Section: Introductionmentioning

confidence: 99%

Influence of Working Memory Task and Time on Postural Control of Children with Attention Deficit Hyperactivity Disorder

Chen

Wang

et al. 2014

J Phys Ther Sci

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[Purpose] To investigate how balance changes develop across time under different conditions (with or without a memory task) for children with Attention Deficit Hyperactivity Disorder (ADHD). [Subjects and Methods] The participants were 11 children with ADHD and 12 normal children. To determine their static balance ability, a force plate was used to measure the center of the pressure trajectory. [Results] The length of the sway path became slightly greater in both groups when an additional memory task was added, but the difference was not statistically significant. However, it was interesting to note a significant difference in memory task ability across groups with increasing time. The ADHD group showed a decrease sway path with increasing time for the memory task, but in the control group it increased. [Conclusion] At first, the memory task interfered with ADHD children’s performance; however, the memory task may improve their performance after a few seconds.

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“…Further evidence that temporary memory does not necessarily draw on processing capacity in working memory has come from a series of studies (e.g., Anderson, Bucks, Bayliss, & Della Sala, 2011; Baddeley, Logie, Bressi, Della Sala, & Spinnler, 1986; Baddeley, Bressi, Della Sala, Logie, & Spinnler, 1991; Cocchini, Logie, Della Sala, MacPherson, & Baddeley, 2002; Logie et al, 2004; MacPherson, Della Sala, Logie, & Wilcock, 2007; Salthouse, Fristoe, Lineweaver, & Coon, 1995) demonstrating that when healthy participants are asked to perform two distinct tasks concurrently (such as oral serial ordered recall of aurally presented digit sequences together with a perceptuomotor tracking task), then performance of each task is very little different from when performing only digit recall or performing only perceptuomotor tracking. This accumulated evidence suggests further that the processes thought to support oral serial recall, such as subvocal rehearsal, can operate even when a demanding gestural-motor task is being performed at the same time.…”

mentioning

confidence: 99%

Resource-sharing in multiple-component working memory

Doherty

Logie

2016

Mem Cogn

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Working memory research often focuses on measuring the capacity of the system and how it relates to other cognitive abilities. However, research into the structure of working memory is less concerned with an overall capacity measure but rather with the intricacies of underlying components and their contribution to different tasks. A number of models of working memory structure have been proposed, each with different assumptions and predictions, but none of which adequately accounts for the full range of data in the working memory literature. We report 2 experiments that investigated the effects of load manipulations on dual-task verbal temporary memory and spatial processing. Crucially, we manipulated cognitive load around the measured memory span of each individual participant. We report a clear effect of increasing memory load on processing accuracy, but only when memory load is increased above each participant’s measured memory span. However, increasing processing load did not affect memory performance. We argue that immediate verbal memory may rely both on a temporary phonological store and on activated traces in long-term memory, with the latter deployed to support memory performance for supraspan lists and when a high memory load is coupled with a processing task. We propose that future research should tailor the load manipulations to the capacities of individual participants and suggest that contrasts between models of working memory may be more apparent than real.

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Effect of age on dual-task performance in children and adults

Cited by 47 publications

References 63 publications

Does dual tasking ability change with age across childhood and adolescence? A systematic scoping review

Does dual tasking ability change with age across childhood and adolescence? A systematic scoping review

Influence of Working Memory Task and Time on Postural Control of Children with Attention Deficit Hyperactivity Disorder

Resource-sharing in multiple-component working memory

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