Training for attentional control in dual task settings: a comparison of young and old adults.

Kramer, Arthur F.; Larish, John F.; Strayer, David L.

doi:10.1037/1076-898x.1.1.50

Cited by 413Human-Automation Interaction and SafetyCognitive Functions and MemoryNeural and Behavioral Psychology Studies

Training for attentional control in dual task settings: a comparison of young and old adults.

Kramer, Arthur F., Larish, John F., Strayer, David L.·1995·Journal of Experimental Psychology Applied

DOI 10.1037/1076-898x.1.1.50

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Abstract

The authors examined whether the learning and performance of dual tasks by young and old adults could be enhanced through training. Adults were trained with either a fixed-priority or variable-priority training strategy on a monitoring task and an alphabet-arithmetic task and then transferred to a scheduling and a paired-associates running memory task. Participants in the variable priority condition learned the monitoring and alphabet-arithmetic tasks more quickly and achieved a higher level of mastery on these tasks than did those in the fixed-priority condition. Moreover, participants trained with the variable priority technique showed evidence of the development of automatic processing and a more rapid rate of learning and higher level of mastery of the transfer tasks than did the fixed-priority participants. These results are discussed in terms of the mechanisms that underlie learning and performance of dual tasks and with respect to potential applications.(PsycINFO Database Record (c) 2012 APA, all rights reserved) Keywords: Driver distraction; Language: en

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Evidence supporting the compensation account comes from numerous EF training studies revealing that training-related benefits were larger in children and older adults than in younger adults.
“Evidence supporting the compensation account comes from numerous studies focusing on EF training, revealing that training-related benefits were larger in children and older adults than in younger adults”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Kramer et al., 1995

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Authors: Kramer, A. F., Larish, J. F., & Strayer, D. L.
Affiliations: University of Illinois Urbana-Champaign (US)
ORCID: Kramer, Arthur F.
Strayer, David L.
Venue: Journal of Experimental Psychology Applied
Publisher: American Psychological Association (APA)
Published: 1995-03
Volume: 1
Issue: 1
Pages: 50-76
ISSN: 1076-898X (ISSN-L)
1939-2192
DOI: 10.1037/1076-898x.1.1.50
OpenAlex: W2029277366
Cited by: 413
References: 98
Citations by year: 2026: 8 · 2025: 4 · 2024: 13 · 2023: 12 · 2022: 24 · 2021: 11 · 2020: 12 · 2019: 15 · 2018: 12 · 2017: 22 · 2016: 19 · 2015: 22 · 2014: 23 · 2013: 20 · 2012: 23
FWCI: 5.68
Type: journal article
Language: en
Open access: closed
Locations: Journal of Experimental Psychology Applied (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Human-Automation Interaction and Safety
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
Keywords: attentional control, dual-task training, aging, young and old adults, transfer of training, automatic processing, learning rate, monitoring, driver distraction

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Training for attentional control in dual task settings: a comparison of young and old adults.

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