Effect of cognitive task complexity on dual task postural stability: a systematic review and meta-analysis

2022 ◽  
Author(s):  
Abubakar Tijjani Salihu ◽  
Keith D. Hill ◽  
Shapour Jaberzadeh
Keyword(s):  
Systematic Review ◽  
Dual Task ◽  
Postural Stability ◽  
Task Complexity ◽  
Cognitive Task ◽  
Meta Analysis

Single and dual task tests of gait speed are equivalent in the prediction of falls in older people: A systematic review and meta-analysis

2014 ◽  
Vol 16 ◽  
pp. 83-104 ◽  
Author(s):  
Jasmine C. Menant ◽  
Daniel Schoene ◽  
Mina Sarofim ◽  
Stephen R. Lord
Keyword(s):  
Systematic Review ◽  
Older People ◽  
Dual Task ◽  
Gait Speed ◽  
Meta Analysis

Dual-task training on gait, motor symptoms, and balance in patients with Parkinson’s disease: a systematic review and meta-analysis

2020 ◽  
Vol 34 (11) ◽  
pp. 1355-1367
Author(s):  
Zhenlan Li ◽  
Tian Wang ◽  
Haoyang Liu ◽  
Yan Jiang ◽  
Zhen Wang ◽  
...  
Keyword(s):  
Systematic Review ◽  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Dual Task ◽  
Meta Analysis ◽  
Cochrane Library ◽  
Motor Symptoms ◽  
Gait Parameters ◽  
Task Training ◽  
Dual Task Training

Objective: The aim of the present study was to systematically evaluate and quantify the effectiveness of dual-task training on gait parameters, motor symptoms and balance in individuals diagnosed with Parkinson’s disease. Data resources: A systematic review of published literature was conducted until May 2020, using PubMed, EMBASE, Cochrane Library, Web of Science, EBSCO and CNKI databases. Methods: We included randomized controlled trials (RCTs) and non-RCTs to evaluate the effects of dual-task training compared with those of non-intervention or other forms of training. The measurements included gait parameters, motor symptoms and balance parameters. Methodological quality was assessed using the PEDro scale. Outcomes were pooled by calculating between-group mean differences using fixed- or random-effects models based on study heterogeneity. Results: A total of 11 RCTs comprising 322 subjects were included in the present meta-analysis. Results showed that dual-task training significantly improved gait speed (standardized mean difference [SMD], −0.23; 95% confidence interval [CI], −0.38 to −0.08; P = 0.002), cadence (SMD, −0.25; 95% CI, −0.48 to −0.02; P = 0.03), motor symptoms (SMD, 0.56; 95% CI, 0.18 to 0.94; P = 0.004) and balance (SMD, −0.44; 95% CI, −0.84 to −0.05; P = 0.03). However, no significant changes were detected in step length or stride length. Conclusion: Dual-task training was effective in improving gait performance, motor symptoms and balance in patients with Parkinson’s disease relative to other forms of training or non-intervention.

Effect of dance therapies on motor-cognitive dual-task performance in middle-aged and older adults: a systematic review and meta-analysis

2020 ◽  
pp. 1-12
Author(s):  
Alvaro Murillo-Garcia ◽  
Santos Villafaina ◽  
Daniel Collado-Mateo ◽  
Juan Luis Leon-Llamas ◽  
Narcis Gusi
Keyword(s):  
Systematic Review ◽  
Older Adults ◽  
Task Performance ◽  
Dual Task ◽  
Meta Analysis ◽  
Middle Aged ◽  
Dual Task Performance

scholarly journals A Mobile Device Dual-Task Paradigm for the Assessment of mTBI

2019 ◽  
Vol 184 (Supplement_1) ◽  
pp. 174-180 ◽  
Author(s):  
Susan M Linder ◽  
Mandy Miller Koop ◽  
Sarah Ozinga ◽  
Zachary Goldfarb ◽  
Jay L Alberts
Keyword(s):  
Mobile Device ◽  
Dual Task ◽  
Postural Stability ◽  
Cognitive Task ◽  
Eyes Closed ◽  
Number Discrimination ◽  
Significant Difference ◽  
Dual Task Paradigm ◽  
Using Data ◽  
Task Conditions

Abstract Research Objective Dual-task performance, in which individuals complete two or more activities simultaneously, is impaired following mild traumatic brain injury. The aim of this project was to develop a dual-task paradigm that may be conducive to military utilization in evaluating cognitive-motor function in a standardized and scalable manner by leveraging mobile device technology. Methods Fifty healthy young adult civilians (18–24 years) completed four balance stances and a number discrimination task under single- and dual-task conditions. Postural stability was quantified using data gathered from iPad’s native accelerometer and gyroscope. Cognitive task difficulty was manipulated by presenting stimuli at 30, 60, or 90 per minute. Performance of cognitive and balance tasks was compared between single- and dual-task trials. Results Cognitive performance from single- to dual-task paradigms showed no significant main effect of balance condition or the interaction of condition by frequency. From single- to dual-task conditions, a significant difference in postural control was revealed in only one stance: tandem with eyes closed, in which a slight improvement in postural stability was observed under dual-task conditions. Conclusion The optimal dual-task paradigm to evaluate cognitive-motor performance with minimal floor and ceiling effects consists of tandem stance with eyes closed while stimuli are presented at a rate of one per second.

scholarly journals Do Task Complexity Demands Influence the Learners’ Perception of Task Difficulty?

2017 ◽  
Vol 6 (6) ◽  
pp. 71
Author(s):  
Nasrin Sanajou ◽  
Leila Zohali ◽  
Fateme Zabihi
Keyword(s):  
Dual Task ◽  
Task Difficulty ◽  
Task Complexity ◽  
Cognitive Task ◽  
The Other ◽  
Complex Task ◽  
Teaching Materials ◽  
Simple Task ◽  
Single Task ◽  
Efl Learners

This study investigates the effects of cognitive task complexity on EFL learners’ perception of task difficulty. Learners’ perception of task difficulty is measured by a five-item task difficulty questionnaire (as in Robinson, 2001a). The participants were 76 intermediate learners which were divided into two groups. One group performed a simple task (single task) and the other group performed a complex task (dual task). Having performed the tasks, the participants completed the task difficulty questionnaire. In order to see how the participants evaluated task difficulty, their ratings for each question of the questionnaire in the simple and complex tasks was compared using Mann-Whitney U. The results indicate that the complex task significantly affected learners’ perception of task difficulty in three items of difficulty, stress and interest. The results of task difficulty studies can help language educators in designing and employing more effective language teaching materials. 

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