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The effect of cognitive aging on implicit sequence learning and dual tasking.

Jochen Vandenbossche1, Daphné Coomans2, Koen Homblé2

  • 1Research Unit for Clinical Experimental Psychology - Klinisch-Experimentele Psychologie, Vrije Universiteit Brussel Brussels, Belgium ; Center for Neurosciences, Vrije Universiteit Brussel Brussels, Belgium.

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Summary

Cognitive aging impairs sequence-specific learning, especially under dual-task conditions. Young adults maintain implicit learning with secondary tasks, while older adults show deficits, highlighting the need for cognitive resources in sequence learning.

Keywords:
cognitive agingdual taskinginterferencelifespansequence learningworking memory load

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Aging Research

Background:

  • Sequence-specific learning is crucial for daily activities.
  • Attentional demands can impact cognitive functions, including learning.
  • Cognitive aging may affect the ability to learn sequences, particularly under divided attention.

Purpose of the Study:

  • To investigate how attentional demands influence sequence-specific learning in young and aged adults.
  • To determine if low and high interference secondary tasks differentially affect implicit learning across age groups.
  • To assess age-related differences in sequence learning under single and dual-task conditions.

Main Methods:

  • Serial Reaction Time Task (SRTT) adapted for young (18-25) and aged (55-75) adults.
  • Training phase included single-task, dual-tone counting, and dual-shape counting conditions.
  • Testing phase assessed sequence learning under baseline single-task conditions.

Main Results:

  • Aged adults exhibited significantly less sequence learning than young adults.
  • Young adults demonstrated comparable implicit learning under single and dual-task conditions, controlling for awareness.
  • Aged adults showed reduced sequence learning in dual-task conditions, even after accounting for explicit awareness.

Conclusions:

  • Implicit sequence learning is vulnerable to attentional demands in older adults, suggesting cognitive aging impacts resource allocation.
  • Dual-task conditions reveal age-related deficits in implicit learning, underscoring the importance of cognitive resources.
  • Sufficient cognitive resources are necessary for effective sequence learning, particularly in older populations facing divided attention.