Effects of instructed focus and task difficulty on concurrent walking and cognitive task performance in healthy young adults

Abstract

Dual task paradigms can be used to examine the interactions between cognition and the control of posture and gait. Measuring and interpreting changes in dual task performance is challenging, however, because many factors can influence performance. This study examined the effects of instructed focus and walking task difficulty, and the interaction between these factors, on dual task performance in healthy young adults. Fifteen participants performed a cognitive task while walking with either a usual base or a narrow base of support. Participants were instructed to focus on either the cognitive task or walking. Trade-offs both within and between tasks were assessed using the modified attention allocation index and the performance operating characteristic. Instructed focus influenced both the cognitive task and walking. Performance on the cognitive task was faster with instructions to focus on the cognitive task, and walking was faster (and more accurate in the narrow-base condition) with instructions to focus on walking. Walking task difficulty did not affect cognitive performance but did affect walking, with faster walking in the usual-base versus narrow-base condition. There was evidence of an interaction, with greater effects of instructed focus on the cognitive task during usual versus narrow-base walking. These results support the idea that the ability to flexibly shift attention allocation and task performance in response to instructions depends on the difficulty of the postural control task. The modified attention allocation index and the performance operating characteristic were instrumental in fully characterizing trade-offs between and within tasks in order to understand dual task performance changes. A clearer understanding of the factors that affect dual task walking and the interactions between these factors has important implications for the assessment of dual task performance in both clinical and research settings.

Computerized spatial navigation training during 14 days of bed rest in healthy older adult men: Effect on gait performance.

“…Dual-task costs reflect the in creased cost of cognitive attentional processes under the dual-task condition (Lindenberger, Marsiske, & Baltes, 2000;Beauchet et al, 2008;Beurskens & Bock, 2012), while dual-task benefits may represent higher arousal under more challenging dual-task condi tion (Huxhold, Schmiedek, & Lindenberger, 2006;Kelly et al, 2010). Gait variability was assessed with swing time variability of the gait cycle (Verghese, Holtzer, Lipton, & Wang, 2009).…”

Attention, workload, and performance: A dual-task simulated shooting study

“…Researchers could begin including microphones that measure the audible reaction times to secondary task demands to investigate any potential trade-offs between error rate and audible response time (see Kelly, Janke, & Shumway-Cook, 2010) and its association with temporal demand. In addition, more research is needed to determine whether dual-task manipulations directed towards different aspects of skill execution (i.e., position of the shoulder), and (or) different extraneous tasks, place different workload demands on participants and, therefore, change the relationship between skill and performance.…”

Using eye-tracking to identify pedestrians’ critical visual tasks, Part 1. Dual task approach

“…When participants were comfortable with the dual task they were taken outside to complete the eye-tracking calibration procedure, and then taken to the start of the route. Task instructions have been shown to focus attention allocation in a dual task setting, 36 and aimed to reduce instances of mind-wandering. At the beginning of each route section participants were given a description of where to walk for that section and were shown a schematic map of the route.…”