Environmental support promotes expertise-based mitigation of age differences on pilot communication tasks

The authors investigated whether expertise is more likely to mitigate age declines when experts rely on environmental support in a pilot/Air Traffic Control (ATC) communication task. Pilots and nonpilots listened to ATC messages that described a route through an airspace, while they referred to a chart of the airspace. They read back (repeated) each message and then answered a probe question about the route. In a preliminary study, participants could take notes while listening to the messages and performing the read-back and probe tasks. In Experiment 1, opportunity to take notes was manipulated. Note taking determined when expertise mitigated age differences on the read-back task. With note taking, read-back accuracy declined with age for nonpilots but not for pilots. Without note taking, similar age-related declines occurred for pilots and nonpilots. Benefits of expertise, younger age, and note taking occurred for probe accuracy, but mitigation did not occur. The findings suggest that older adults take advantage of a domain-relevant form of environmental support (note taking) to maintain performance on some complex tasks despite typical age-related declines in cognitive ability.     

The influence of degree of expertise and objective task complexity on perceived task complexity and performance

Research on expertise has shown that nonexperts may sometimes outperform experts. Some researchers have suggested that superior performance by experts depends on the match between the experts' cognition and the demands of the task. The authors explored this issue using a quasi-experiment set in an organization. They examined how 3 sets of similar tasks that differ in their type of complexity can lead to differences in task perceptions and performance among experts, intermediates, and novices. The results suggest that experts and novices pay attention to different aspects of a task and that this affects both their perceptions of task complexity (i.e., task analyzability and variability) and their performance on the task.     

Adult age differences in task switching

Age differences in 2 components of task-set switching speed were investigated in 118 adults aged 20 to 80 years using task-set homogeneous (e.g., AAAA ...) and task-set heterogeneous (e.g., AABBAABB ... ) blocks. General switch costs were defined as latency differences between heterogeneous and homogeneous blocks. whereas specific switch costs were defined as differences between switch and nonswitch trials within heterogeneous blocks. Both types of costs generalized over verbal, figural, and numeric stimulus materials; were more highly correlated to fluid than to crystallized abilities; and were not eliminated after 6 sessions of practice, indicating that they reflect basic and domain-general aspects of cognitive control. Most important, age-associated increments in costs were significantly greater for general than for specific switch costs, suggesting that the ability to efficiently maintain and coordinate 2 alternating task sets in working memory instead of 1 is more negatively affected by advancing age than the ability to execute the task switch itself.     

The influence of emotional valence on age differences in early processing and memory

This study examined older and younger adults' attentional biases and subsequent incidental recognition memory for distracting positive, negative, and neutral words. Younger adults were more distracted by negative stimuli than by positive or neutral stimuli, and they correctly recognized more negative than positive words. Older adults, however, attended equally to all stimuli yet showed reliable recognition only for positive words. Thus, although an attentional bias toward negative words carried over into recognition performance for younger adults, older adults' bias appeared to be limited to remembering positive information.     

The influence of professional expertise and task complexity upon the potency of the contextual interference effect

The contextual interference (CI) effect has been investigated through practice schedule manipulations within both basic and applied studies. Despite extensive research activity there is little conclusive evidence regarding the optimal practice structure of real world manipulative tasks in professional training settings. The present study therefore assessed the efficacy of practising simple and complex knot-tying skills in professional fire-fighters training. Forty-eight participants were quasi-randomly assigned to various practice schedules along the CI continuum. Twenty-four participants were students selected for their novice knot-tying capabilities and 24 were experienced fire-fighters who were more 'experienced knot-tiers'. They were assessed for skill acquisition, retention and transfer effects having practiced tying knots classified as simple or complex. Surprisingly, high levels of CI scheduling enhance learning for novices even when practising a complex task. The findings also revealed that CI benefits are most apparent as learners engage in tasks high in transfer distality. In conclusion, complexity and experience are mediating factors influencing the potency of the CI training effect in real-world settings.     

Cognitive ability, expertise, and age differences in following air-traffic control instructions

Differences in cognitive ability and domain-specific expertise may help explain age differences in pilot performance. Pilots heard air-traffic controller messages and then executed them while "flying" in a simulator. Messages varied in length and speech rate. Age was associated with lower accuracy, but the expected Age x Message Difficulty interactions were not obtained. Expertise, as indexed by pilot ratings, was associated with higher accuracy; yet expertise did not reduce age differences in accuracy. The effect of age on communication task accuracy was largely explainable as an age-associated decrease in working memory span, which in turn was explainable as decreases in both speed and interference control. Results are discussed within frameworks of deliberate practice and cognitive mediation of age differences.     

Choosing an optimal motor-task difficulty is not trivial: The influence of age and expertise

An accurate estimate of one’s performance is an important prerequisite for success, and prevents people from taking excessive risks. Based on the selection-margins paradigm (Riediger et al., 2006), the current paper assessed maximum speed rope-skipping (study 1), soccer dribbling (study 2), and the fine motor task of tracing (study 3) in 5- to 37-year-olds. Participants predicted their performances for the upcoming trial. The better the predicted performance, the more points were gained in case of success. To discourage overestimations, participants received no points for unsuccessful trials. In rope skipping, older and more experienced athletes outperformed the beginners, and had fewer trials with 0 points. In soccer dribbling and tracing, older individuals again showed less overestimation, as reflected by a smaller deviation of predicted and actual performance (selection margins) and fewer 0 point trials. Athletes and coaches should be aware that younger and less-experienced athletes tend to overestimate their motor performances.     

The influence of expertise on X-ray image processing

Observers with four different levels of radiological experience performed a recognition memory task on slides of faces and chest X-ray films. Half of the X-ray films revealed clinically significant abnormalities and half did not. Recognition memory for faces was uniformly high across all levels of radiological experience. Memory for abnormal X-ray films increased with radiological experience and, for the most experienced radiologists, was equivalent to memory for faces. Surprisingly, recognition memory for normal films actually decreased with radiological experience from above chance to a chance level. These results indicate that radiological expertise is associated with selective processing of clinically relevant abnormalities in X-ray images. Expert radiologists appear to process X-ray images the way that we all process faces, by quickly detecting and devoting processing resources to features that distinguish one stimulus from another. However, the selective processing of X-ray films appears to be restricted to clinically relevant abnormalities. As they develop the ability to detect these abnormalities, radiologists appear to lose the ability to detect variations in normal features.     

The effects of age and task context on Stroop task performance

In this study, we investigated the impact of age and task context on Stroop task performance, using error scores, response latencies, and process dissociation estimates (e.g., Lindsay & Jacoby, 1994). Across three experiments, the findings showed that although older adults were able to evaluate Stroop task demands and modify their representations of task context in response to this knowledge, they were less able to maintain and update these representations on a trial-by-trial basis in tasks with high stimulus uncertainty or ambiguity. Moreover, although there was no age-related decline in the ability to modulate print color information, older adults were consistently less able to control the activation of conflicting word information. Together, these findings suggest that whereas age differences in the Stroop task may be magnified under conditions that promote transient failures to maintain task context, the primary source of these differences seems to be a more enduring decline in the efficiency of processes that are responsible for suppressing the activation of irrelevant lexical information.     

The influence of perceptual and motor factors on bimanual coordination in a polyrhythmic tapping task

Summary In this study the role of perceptual and motor factors on the motor organization (integrated versus parallel) adopted by musically skilled and unskilled subjects in a polyrhythmic tapping task was investigated. Subjects tapped a 3:2 polyrhythm to match the timing of two isochronous tone trains, one tone train for each hand. Perceptual factors were examined by the manipulation of the frequency difference between the tone trains to produce either an integrated or a streamed percept. Motor factors were examined by comparison of performance on two versions of the 3:2 polyrhythm. In one (simultaneous) version, each cycle of the polyrhythm began with a simultaneous left- and right-hand tap. In the other (shifted) version a 100-ms interval was introduced between the initial left and right taps in each cycle. Examination of the pattern of variances and covariances among intertap intervals suggested that most of the subjects in this study adopted an integrated motor organization that involved interleaving the timing of the two hands. Further analysis revealed that a serial chained model described the pattern of covariances best for the simultaneous pattern, whereas a hierarchical organization described the pattern of covariances for the shifted pattern best. The finding that performance was more accurate with integrated tones than with streamed tones provides some support for a perceptual-motor facilitation hypothesis.     

Assessment of adult age differences in task engagement: The utility of systolic blood pressure

The constructs of effort and engagement are central to many theoretical frameworks associated with the study of aging. Age differences in the effort associated with effortful cognitive operations have been hypothesized to account for aging effects in ability, and shifting goals and motivation have been hypothesized to be associated with differential levels of engagement across situations in younger and older adults. Unfortunately, the assessment of effort and engagement—constructs that we view as relatively synonymous—has suffered in the field of aging due to the lack of well-validated measures. We suggest that systolic blood pressure might provide an easy and valid means for examining age differences in mental effort, and present evidence in support of its usage. Existing findings clearly support its potential utility, but further empirical and theoretical work is necessary.     

The effects of age and professional expertise on working memory performance

Differences in professional choice and experience may explain age differences in working memory performance of elderly people. The aim of this study was to examine whether expertise and prolonged practice in verbal and visuo‐spatial abilities reduce age differences in laboratory working memory tasks. The effects of age and expertise on working memory performance were examined in three age groups in two different experiments. Firstly, the role of visuo‐spatial expertise was analysed by examining age differences in architects. Secondly, people with extensive experience in verbal abilities (literary people) were tested in order to evaluate the effect of professional verbal experience. Architects and literary people outperformed a group of unselected age peers on tasks related to professional expertise only, but not on general working memory tests. There was no interaction between age and experience, suggesting that professional experience does not increase differences between experts and non experts and cannot modulate age‐related effects. Copyright © 2008 John Wiley & Sons, Ltd.     

Professional expertise does not eliminate age differences in imagery-based memory performance during adulthood.

Using a testing-the-limits paradigm, the authors investigated the modulation (attenuation) of negative adult age differences in imagery-based memory performance as a function of professional expertise. Six older graphic designers, 6 normal older adults, 6 younger graphic design students, and 6 normal younger students participated in a 19-session program with a cued-recall variant of the Method of Loci. Older graphic designers attained higher levels of mnemonic performance than normal older adults but were not able to reach younger adults' level of performance; a perfect separation of age groups was achieved. Spatial visualization was a good predictor of mnemonic performance. Results suggest that negative adult age differences in imagery-based memory are attenuated but not eliminated by the advantages associated with criterion-relevant ability (talent) and experience.     

Examining age differences in performance of a complex information search and retrieval task.

This study examined age differences in performance of a complex information search and retrieval task by using a simulated real-world task typical of those performed by customer service representatives. The study also investigated the influence of task experience and the relationships between cognitive abilities and task performance. One hundred seventeen participants from 3 age groups, younger (20-39 years). middle-aged (40-59 years), and older (60-75 years), performed the task for 3 days. Significant age differences were found for all measures of task performance with the exception of navigational efficiency and number of problems correctly navigated per attempt. There were also effects of task experience. The findings also indicated significant direct and indirect relations between component cognitive abilities and task performance.     

Medical expertise asa function of task difficulty

This paper is concerned with factors that disrupt the pattern of forward reasoning characteristic of experts with accurate performance. Two experiments are described. In the first, the performances of cardiologists, psychiatrists, and surgeons in diagnostic explanation of a clinical problem in cardiology were examined. In the second, the performances of cardiologists and endocrinologists in diagnostic explanation of clinical problems within and outside their domains of expertise were examined. The performances of researchers and practicing physicians are also compared. The results of Experiment 1 replicated earlier results regarding the relationship between forward reasoning and accurate diagnosis. There were no differences in recall as a function of expertise. Experts did not show any bias toward using specific knowledge from their own areas of expertise. The results of Experiment 2 showed that the breakdown of forward reasoning was related to the structure of the task. In particular, nonsalient cues induced some backward reasoning even in subjects with accurate diagnoses. Some differences were also found between the types of explanation used by researchers and practitioners. The practitioners referred more to clinical components in their explanations, whereas the researchers focused more on the biomedical components.     

The influence of temporal factors on automatic priming and conscious expectancy in a simple reaction time task

In a previous study, we reported a dissociation between subjective expectancy and motor behaviour in a simple associative learning task (Perruchet, Cleeremans, & Destrebecqz, 2006). According to previous conditioning studies (Clark, Manns, & Squire, 2001), this dissociation is observed when the to-be-associated events coterminate and thus overlap in time (a training regimen called delay conditioning), but not when they are separated by a temporal delay (trace conditioning). In this latter situation indeed, there tends to be a direct relationship between subjective expectancy and behaviour. In this study, we further investigated this issue in a series of experiments where conscious and unconscious components of performance were pitted against each other. In Experiments 1–3, participants performed a simple reaction time task in which a preparatory signal (a tone) either overlapped with or terminated earlier than the imperative stimulus (a visual target presented in 50% of the trials). After each response, participants also had to state how much they expected the imperative stimulus to be displayed on the next trial. Results indicate that reaction times tend to decrease when the tone is consistently followed by the visual target across successive trials, whereas conscious expectancy for the target decreases at the same time. Importantly, we systematically found that the temporal relationship between the tone and the target failed to influence performance. In a fourth experiment, we examined whether these results extend to a two-choice reaction time task. To our surprise, we observed a direct relationship between subjective expectancies and reaction time in that situation. We nevertheless observed that the introduction of a delay between the tone and the target had, once again, no effect on performance.     

Ear differences in simple reaction time: The influence of attentional factors

Simple motor reaction times (right-handed) to tape-recorded consonant-vowel syllables were obtained from 12 subjects under two conditions of monotic stimulation: “expected” presentation (subject informed as to ear of presentation) and “random” presentation (ear of presentation varied randomly). Significantly faster left ear reaction times were obtained in the “expected” condition. The rank order of subjects' standard dichotic listening task scores correlated negatively with reaction time ear differences in the “expected” presentation condition. Results are discussed in terms of existing theories of response lateralization in simple reaction time tasks, and an expanded hypothesis is offered. Specifically, it is suggested that two or more distinct but potentially overlapping mechanisms may be responsible for observed asymmetries in monotic auditory perception. Both an attentional or lateralized motor response bias and an inherent lateralization of function may operate side by side, differentially activated by task demands, mode of stimulus presentation, and nature of stimuli.     

Adult age differences in subjective and objective measures of strategy use on a sequentially cued prediction task

Differences in strategy use are thought to underlie age-related performance deficits on many learning and decision-making tasks. Recently, age-related differences in learning to make predictions were reported on the Triplets Prediction Task (TPT). Notably, deficits appeared early in training and continued with experience. To assess if age differences were due to early strategy use, neural networks were used to objectively assess the strategies implemented by participants during Session 1. Then, the relationship between these strategies and performance was examined. Results revealed that older adults were more likely to implement a disadvantageous strategy early in learning, and this led to poorer task performance. Importantly, the relationship between age and task performance was partially mediated by early strategy use, suggesting that early strategy selection played a role in the lower quality of predictions in older adults.     

Musical expertise has minimal impact on dual task performance

Studies investigating effect of practice on dual task performance have yielded conflicting findings, thus supporting different theoretical accounts about the organisation of attentional resources when tasks are performed simultaneously. Because practice has been proven to reduce the demand of attention for the trained task, the impact of long-lasting training on one task is an ideal way to better understand the mechanisms underlying dual task decline in performance. Our study compared performance during dual task execution in expert musicians compared to controls with little if any musical experience. Participants performed a music recognition task and a visuo-spatial task separately (single task) or simultaneously (dual task). Both groups showed a significant but similar performance decline during dual tasks. In addition, the two groups showed a similar decline of dual task performance during encoding and retrieval of the musical information, mainly attributed to a decline in sensitivity. Our results suggest that attention during dual tasks is similarly distributed by expert and non-experts. These findings are in line with previous studies showing a lack of sensitivity to difficulty and lack of practice effect during dual tasks, supporting the idea that different tasks may rely on different and not-sharable attentional resources.