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Task-separation in dual-tasking: How action effects support the separation of the task streams
Lasse Pelzer1, Jannika Haffmann1, Christoph Naefgen2
1Department of Psychology, University of Cologne, Köln, Germany.
Acta Psychologica
|December 18, 2021
Summary
Separating action effects in dual-tasking prevents task integration, maintaining implicit sequence learning. Conjoined feedback, however, impairs learning, suggesting default task set integration.
Area of Science:
- Cognitive Psychology
- Neuroscience
Background:
- Dual-tasking often leads to performance decrements, potentially due to task integration into a single cognitive set.
- Separating task processing is crucial to mitigate interference during concurrent task performance.
Purpose of the Study:
- To investigate if separated action effects can elicit separate task processing in a dual-task setting.
- To examine the impact of separated versus conjoined feedback on implicit sequence learning under dual-task conditions.
Main Methods:
- Compared implicit sequence learning in single-task (baseline) versus dual-task conditions.
- Dual-task conditions included separated action effects or conjoined error feedback.
- Participants performed concurrent visual-manual and auditory-manual discrimination tasks.
Main Results:
- Implicit sequence learning was reduced under dual-tasking with conjoined feedback compared to single-tasking.
- Implicit sequence learning remained largely unaffected by dual-tasking when separated action effects were provided.
- Separated action effects facilitated distinct task-set representations.
Conclusions:
- Dual-tasking defaults to integrating tasks into a single task-set, causing interference.
- Presenting separated action effects can promote separate task processing, preserving cognitive performance.
- This highlights the importance of feedback manipulation in managing dual-task interference.
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