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Revised and Neuroimaging-Compatible Versions of the Dual Task Screen
Published on: October 5, 2020
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Individual differences in skill acquisition and transfer assessed by dual task training performance and brain
Pratusha Reddy1, Patricia A Shewokis1,2,3, Kurtulus Izzetoglu4,5
1School of Biomedical Engineering, Science and Health Systems, Drexel University, 3508 Market St Suite 100, Philadelphia, PA, 19104, USA.
Brain Informatics
|April 2, 2022
Summary
Multitask training reveals individual differences in skill acquisition and transfer, impacting performance and brain activity. Accounting for these differences is crucial for effective training assessment.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Human Factors Engineering
Background:
- Traditional training assessment often overlooks individual differences, which are known predictors of performance and mental load.
- Complex tasks like piloting require simultaneous execution of multiple sub-tasks, making individual characteristics more influential.
Purpose of the Study:
- To investigate the impact of individual differences on skill acquisition and transfer during multitask training.
- To examine behavioral and brain activity measures in response to individual variations in task engagement.
Main Methods:
- Utilized a high-fidelity simulator for an unmanned aircraft sensor operator task (search and surveillance).
- Collected behavioral data (scan patterns, target identification) and brain activity (oxyhemoglobin, deoxyhemoglobin) via functional near-infrared spectroscopy (fNIRS).
- Recruited 13 novice participants for skill acquisition and transfer sessions, analyzing data with and without considering individual differences.
Main Results:
- Skill acquisition showed performance improvements were task-specific based on individual differences (Attention-focused vs. Accuracy-focused groups).
- Brain activity revealed differential changes in the prefrontal cortex (PFC) related to individual differences and task focus.
- Transfer results showed no performance changes, but distinct patterns of increased mental load in specific PFC regions for each group.
Conclusions:
- Multitask training induces individual differences, potentially driven by personal preferences.
- Incorporating individual differences into assessment frameworks is essential for accurately evaluating skill acquisition and transfer in complex training scenarios.
