Citation

Fairclough SH, Venables L, Tattersall A. Int. J. Psychophysiol. 2005; 56(2): 171-184.

Affiliation

School of Psychology, Liverpool John Moores University, 15-21 Webster Street, Liverpool, L3 2ET, UK. s.fairclough@livjm.ac.uk

Copyright

(Copyright © 2005, Elsevier Publishing)

DOI

10.1016/j.ijpsycho.2004.11.003

PMID

15804451

Abstract

The level of expertise of an operator may significantly influence his/her psychophysiological response to high task demand. A naive individual may invest considerable mental effort during performance of a difficult task and psychophysiological reactivity will be high compared to the psychophysiological response of a highly skilled operator. A study on multitasking performance was conducted to investigate the interaction between learning and task demand on psychophysiological reactivity. Thirty naive participants performed high and low demand versions of the Multi-attribute Task Battery (MATB) over a learning period of 64 min. High and low task demand setting were preset via a pilot study. Psychophysiological variables were collected from four channels of EEG (Cz, P3, P4, Pz), ECG, EOG and respiration rate to measure the impact of task demand and learning. Several variables were sensitive to the task demand manipulation but not time-on-task, e.g., heart rate, Theta activity at parietal sites. The sensitivity of certain variables to high demand was compromised by skill acquisition, e.g., respiration rate, suppression of alpha activity. A sustained learning effect was observed during the high demand condition only; multiple regression analyses revealed that specific psychophysiological variables predicted learning at different stages on the learning curve. The implications for the sensitivity of psychophysiological variables are discussed.

Language: en