Files in this item

FilesDescriptionFormat

application/pdf

application/pdf8302958.pdf (8MB)Restricted to U of Illinois
(no description provided)PDF

Description

Title:The Development of Dual Task Performance
Author(s):Pellegrini, Ana Maria
Department / Program:Physical Education
Discipline:Physical Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Physical
Abstract:The development of dual task performance was investigated in terms of the contribution of single task level of performance and a time sharing skill on dual task performance across age groups and stages of learning. 160 boys and girls, 6-7 and 8-9 years old from public schools in S. Paulo, Brazil, performed in a self-paced mode a tapping task at three levels of difficulty and a digit naming task. These tasks were performed separately and simultaneously with equal priorities. Three test sessions were interpolated by four practice sessions in which the subjects practiced only one task, or both tasks separately, and/or concurrently. The results indicated that the older age group performed better than the young age group in single and dual task performance in both tasks but the difference single to dual task performance did not decrease with increasing age. There was no difference between the single and dual task speed-accuracy trade-offs for each age group, although age differences in the improvement of the digit naming task were observed. Asymmetry in the effect of single task level of performance on dual task performance was observed as the digit naming task but not the tapping task showed release of attentional resources as practice progressed. The tapping level of performance was directly related to its level of difficulty while the digit naming performance showed not to be affected by tapping level of difficulty. Age differences across stages of learning were observed in relation to the five conditions of practice employed. For the young age group dual task practice appeared to facilitate more at early than late stage of learning. For both age groups the combined single/dual task practice produced the best dual task improvement. Transfer of training was observed in the order difficult-easy but not in the reverse order. The practice effect was similar to the transfer of training effects observed for each condition of practice. Age differences were observed in the manner the tasks were combined and it was related to specific conditions of practice. Asymmetry in the allocation of resources was observed for both age groups.
Issue Date:1982
Type:Text
Description:202 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
URI:http://hdl.handle.net/2142/71862
Other Identifier(s):(UMI)AAI8302958
Date Available in IDEALS:2014-12-16
Date Deposited:1982


This item appears in the following Collection(s)

Item Statistics