@article{ref1,
title="Effects of motor versus cognitive task prioritization during dual-task practice on dual-task performance in young adults",
journal="Frontiers in psychology",
year="2020",
author="Beurskens, Rainer and Brueckner, Dennis and Muehlbauer, Thomas",
volume="11",
number="",
pages="e581225-e581225",
abstract="BACKGROUND: Previous studies have reported positive effects of concurrent motor and  cognitive task practice compared to motor or cognitive task practice only on  dual-task performance in young adults. Knowledge about the effect of motor vs. cognitive task prioritization during practice on dual-task performance remains  unclear and has not been investigated in depth so far. Thus, we examined the effects  of motor task compared to cognitive task prioritization during dual-task practice on  motor-cognitive performance in healthy young adults. <br><br>METHODS: Healthy young adults  were randomly assigned to dual-task (DT; i.e., concurrent motor and cognitive  practice) or single-task (ST; i.e., motor or cognitive task practice only) practice  groups. In DT practice, subjects were instructed to either prioritize the motor or  the cognitive task. The motor task required subjects to keep a stabilometer in a  horizontal position. The cognitive task involved serial three subtractions. Outcome  variables were the root-mean-square error (RMSE) for the motor task and the total  number of correct calculations for the cognitive task. All participants practiced  for 2 consecutive days under their respective treatment condition and were tested  under DT condition 24 h later (i.e., retention on day 3) without providing  instructions on task prioritization. <br><br>RESULTS: Irrespective of prioritization (i.e.,  prioritize the motor task or the cognitive task), the DT practice groups similarly  improved their DT motor and cognitive task performance. The ST groups also improved  motor or cognitive performance depending on their respective training contents  (i.e., motor practice improved RMSE and cognitive practice improved number of  correct calculations but not vice versa). <br><br>CONCLUSION: We conclude that DT compared  to ST practice is well-suited to improve DT performance, irrespective of  task-prioritization. DT but not ST practice resulted in an improved modulation of  both domains (i.e., motor and cognitive) during DT performance. Our findings might  be explained by freeing up central resources following DT practice that can be used  to effectively perform the concurrent execution of motor and cognitive processing  demands. However, this process is not further enhanced by the prioritized task  domain.<p /> <p>Language: en</p>",
language="en",
issn="1664-1078",
doi="10.3389/fpsyg.2020.581225",
url="http://dx.doi.org/10.3389/fpsyg.2020.581225"
}