Evidence map›Paper›PMID 31152433›Full record

ReviewPsychonomic bulletin & review2020

The dual-task practice advantage: Empirical evidence and cognitive mechanisms.

Tilo Strobach

Open access · bronzeAbstract readReview
PubMed Publisher
In one paragraph

Review in Psychonomic bulletin & review, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 30 papers, 4 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
30citing papers in PubMed, 4 pooled it
2.6field-weighted citation impact, top 10% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

30 citing papers in PubMed, 4 syntheses or guidelines pooled it, 71 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

1 author at 1 institution in 1 country.

Tilo StrobachDepartment of Psychology, Medical School Hamburg, Am Kaiserkai 1, 20457, Hamburg, Germany. tilo.strobach@medicalschool-hamburg.de.
MSH Medical School Hamburg – University of Applied Sciences and Medical University · DE

Funding

Deutsche Forschungsgemeinschaft STR 1223/1
6 · The paper itself

Abstract

Practice of two simultaneous component tasks in dual-task situations leads to an improvement in dual-task performance. The present paper reviews empirical evidence for this practice-related improvement and discusses its underlying cognitive mechanisms. In particular, the robustness of the phenomenon of dual-task practice advantage (DTPA) is evaluated. This phenomenon is described as an advantage in dual-task performance at the end of dual-task practice (i.e., simultaneous task practice) in comparison to the dual-task performance after single-task practice (i.e., separate task practice). The review investigates the existence of empirical evidence of the DTPA phenomenon and specifications of its mechanisms in the context of the allocation and scheduling hypothesis and the integration hypothesis. Evidence for the existence of the DTPA phenomenon and the allocation and scheduling hypothesis was demonstrated in dual tasks with (1) combinations of two sensorimotor tasks, (2) combinations of one continuous task and one sensorimotor task, (3) combinations of two working-memory tasks, and (4) combinations of one motor task and one cognitive task. In contrast, the findings demonstrate that the DTPA phenomenon in dual tasks with (5) combinations of two long-term memory retrieval tasks can instead be explained by the integration hypothesis. The relevance of these findings is discussed in relation to real-world problems.

Indexed as

Practice, PsychologicalExecutive FunctionHumansMemory, Short-TermPsychomotor PerformanceCognitive mechanismsDual tasksDual-task skillsPractice

Identifiers

PMID31152433
OpenAlexW2947292024

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.