Sequence Knowledge on 'When' and 'What' Supports Dual-Tasking

• Main Authors: Fang Zhao, Robert Gaschler, Lisa Schneider, Roland Thomaschke, Eva Röttger, Hilde Haider
• Format: Article
• Language: English
• Published: Ubiquity Press 2019-07-01
• Series: Journal of Cognition
• Subjects: sequence learning; stimulus-response sequence; temporal sequence; action effect of response; SRTT
• Online Access: https://www.journalofcognition.org/articles/76

The constraints in overlapping response selection have been established in dual-tasking studies with random sequence of stimuli and responses as well as random stimulus onset asynchrony (SOA). While this approach makes it possible to control for advance activation of upcoming stimuli or responses, it leaves open whether such preparatory processing can indeed influence dual-task performance. We investigated whether and how the sequence of stimuli and responses and the sequence of SOAs can be learned and used under dual-tasking. In each trial, participants ('N' = 28 in Experiment 1 and 'N' = 30 in Experiment 2) were first presented with a random two-choice task followed by a four-choice Serial Reaction Time Task (SRTT), presented in a sequence of length four (position sequence). The SOA (timing) sequence also had length four. In test phases, one or both of the sequences were randomized. Results showed that both position and timing sequences were learned and supported dual-task performance, suggesting that predictive processing with respect to timing and identity of stimuli and responses can help to circumvent the response selection bottleneck constraints. Furthermore, in contrast to previous work on acquisition of interval sequences in single tasking, we found that the sequence of 'what' (i.e. stimulus) and the sequence of ;when; (i.e. interval between two tasks) contributed independently to performance.