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Computerized Attentional Training and Transfer With Virtual Reality: Effect of Age and Training Type

机译：通过虚拟现实的计算机化注意力培训和转移：年龄和训练类型的效果

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Objective: The aims of this study were to assess whether computerized attentional training improves dual-tasking abilities in older adults and whether its effect and transfer are modulated by age and the type of training provided. This study also used virtual reality (VR) as a proxy to measure transfer in a real life related context. Method: Sixty participants (30 older and 30 younger adults) were randomized to either: (a) single-task training (two tasks practiced in focused attention; visual detection and alphanumeric equation task); or (b) divided attention variable-priority training (varying the amount of attention to put on each task when performed concurrently). Training effects were assessed at pre- and post-training with tasks similar to the one used in training. Transfer was measured with the virtual car ride, an immersive dual-task scenario and a self-reported questionnaire. Results: In older adults, variable-priority improved attentional control abilities and led to better transfer in the VR dual-task scenario compared with single-task. Younger adults benefited equally from the two types of training and transfer was found on the Alpha span task when performed concurrently in VR. Single-task improved the ability of all participants to carry out the tasks in the focused attention condition. No transfer effects were found on the self-reported measure for either training type or age. Conclusion: Attention remains plastic in old age and programs designed to improve attentional control might be beneficial to older adults. Importantly, training can produce transfer to more real life related tasks and transfer remains possible throughout the life span.
机译：目的：本研究的目的是评估计算机化的注意培训是否提高了老年人的双重任务能力以及其效果和转移是否按年龄调制和提供的培训类型。本研究还使用虚拟现实（VR）作为代理来测量现实生活相关背景中的传输。方法：六十名参与者（30名年龄较大和30名年龄较小的成人）被随机分为：（a）单任务培训（两项任务在重点关注中实行;视觉检测和字母数字方程式任务）;或（b）划分了注意力优先级培训（在同时执行时，对每个任务的注意力不同）。通过与培训中使用的任务相似的任务进行评估培训效果。通过虚拟车乘坐，沉浸式双重任务方案和自我报告的问卷量来测量转移。结果：在老年人中，可变优先级提高了注意力控制能力，并导致与单项任务相比的VR双任务场景更好地转移。在VR同时执行时，在Alpha SPAN任务中发现了从两种类型的培训和转移中等受益的年轻成年人。单项任务改善了所有参与者在集中注意力下执行任务的能力。在训练类型或年龄的自我报告的措施上没有发现转移效应。结论：旧时代的塑料仍然是塑料，旨在改善注意力控制可能对老年人有益。重要的是，培训可以产生转移到更多现实生活相关的任务，并且在整个寿命中仍然可能。

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