The content-dependent effect of the N-back task on dual-task performance.

Behav Brain Res

Living and Health Sciences Education, Specialized Subject Fields of Education, Graduate School of Education, Joetsu University of Education, Joetsu, Japan.

Published: August 2023

Impaired task accuracy under dual-task conditions leads to issues such as falls and traffic accidents. Specific cognitive tasks (e.g., the N-back task) potentially improves dual-task performance. This study aims to establish an effective cognitive-task methodology for clinical practice and identify dual-task combinations in which the N-back task is likely to improve performance. Twenty-one young, healthy adults performed an intervention task (either N-back or control), followed by single- and dual tasks in the disappearing or dexterity condition, to assess its effect on different days. The participants performed force-control and calculation tasks in both disappearing and dexterity conditions. In the disappearing force-control task, target waveforms disappeared after a few practice trials, and the participants recalled them and adjusted their knee extension torque. The dexterity force-control task involved presenting complex waveforms. The participants carefully observed the waveforms, and adjusted their knee extension torque. We measured changes in the excitability of the dorsolateral prefrontal cortex (DLPFC) using near-infrared spectroscopy to determine whether the N-back-task-induced changes contributed to improving dual-task performance. For dual-task performance in the disappearing condition, the N-back task improved the performance of the disappearing force-control task, but the control task did not. The other results were the same regardless of the type of intervention task. The N-back task enhanced a portion of the DLPFC excitability. However, no correlation was observed between changes in dual-task performance and in DLPFC excitability. Our findings may contribute to establishing an effective method for improving dual-task performance using cognitive tasks.

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Source
http://dx.doi.org/10.1016/j.bbr.2023.114511DOI Listing

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