McIsaac Tara L, Lamberg Eric M, Muratori Lisa M
Department of Physical Therapy, Arizona School of Health Sciences, A.T. Still University, Mesa, AZ 85206, USA.
Department of Physical Therapy, School of Health Technology and Management, Stony Brook University, Stony Brook, NY 11794, USA.
Biomed Res Int. 2015;2015:591475. doi: 10.1155/2015/591475. Epub 2015 Apr 19.
The study of dual task interference has gained increasing attention in the literature for the past 35 years, with six MEDLINE citations in 1979 growing to 351 citations indexed in 2014 and a peak of 454 cited papers in 2013. Increasingly, researchers are examining dual task cost in individuals with pathology, including those with neurodegenerative diseases. While the influence of these papers has extended from the laboratory to the clinic, the field has evolved without clear definitions of commonly used terms and with extreme variations in experimental procedures. As a result, it is difficult to examine the interference literature as a single body of work. In this paper we present a new taxonomy for classifying cognitive-motor and motor-motor interference within the study of dual task behaviors that connects traditional concepts of learning and principles of motor control with current issues of multitasking analysis. As a first step in the process we provide an operational definition of dual task, distinguishing it from a complex single task. We present this new taxonomy, inclusive of both cognitive and motor modalities, as a working model; one that we hope will generate discussion and create a framework from which one can view previous studies and develop questions of interest.
在过去35年里，双任务干扰研究在文献中受到越来越多的关注，1979年在MEDLINE上有6条引用，到2014年增至351条，2013年达到引用论文454篇的峰值。越来越多的研究人员正在研究患有病理学疾病的个体，包括患有神经退行性疾病的个体的双任务成本。虽然这些论文的影响已从实验室扩展到临床，但该领域在发展过程中，常用术语没有明确的定义，实验程序也存在极大差异。因此，很难将干扰文献作为一个整体来研究。在本文中，我们提出了一种新的分类法，用于在双任务行为研究中对认知 - 运动和运动 - 运动干扰进行分类，该分类法将学习的传统概念和运动控制原理与当前的多任务分析问题联系起来。作为该过程的第一步，我们给出了双任务的操作定义，将其与复杂的单任务区分开来。我们提出这种新的分类法，涵盖认知和运动两种模式，作为一个工作模型；我们希望它能引发讨论，并创建一个框架，人们可以据此审视以往的研究并提出感兴趣的问题。
