Dual Task Statistical Analysis

Student’s Name

Institutional Affiliation

 

 

Abstract

The ability to perform an activity depends on the mental cognitive aspect of a person. Both succeeding and failing with respect to a dual task perspective can be determined and explained using statistical analysis. Numerous psychological theories have explored the concepts associated with the ability of a person to perform two or more activities. Most of them have suggest that the capability is determined by the available sources of information to utilize fully (Vergauwe, Barrouillet & Camos, 2010). In addition, both verbal and visuospatial aspects are affected by the available resources in any given background. This study mainly focused on 4 major dual task simulations where all the participants ensured that they kept an equilibrium in both verbal and visuospatial aspects respectively. The cognitive capability was modelled such that for each dual task, the ability to recall things was noted and analyzed using ANOVA. The results indicated that verbal and visual spatial dimensions were inversely proportional with the cognitive capability.

Introduction

Familiarizing and understanding the concept behind the reasoning of human beings is a controversial issue. The language used and other stylistic aspects of sound complicate the issue even more.  At the same time, the code of conduct amongst human beings is a key determinant in predicting the corresponding successes and failures. In the past decade, researchers and psychologists have tried to justify and explain the concept behind capturing information and processing it to the real world (Vergauwe, Barrouillet & Camos, 2010). However, defining the extent to which an individual capture certain ideas and process them has raised social concerns. The researchers have not managed to define these processes and thus it calls for statistical analysis of dual tasks.

Furthermore, healthcare workers frequently come across dual task situations where intervention and assisting the public must be considered. For example, people with neurological disorders require maximum support by the medical practitioners. On the other hand, developing treatment and intervention techniques must be prioritized. In this case, nursing researchers collaborate with multidisciplinary healthcare staff to develop long term solutions while considering dual tasking (Strayer & Johnston, 2001). Another good example of dual task is the situation of a person diagnosed with Alzheimer complications. The best way to assist this person is by developing a dual task training program. Nevertheless, if an individual experienced a brain damage condition, coming up with clinical intervention with regard to mental dimension, dual task would also assist in ambulation. One of the most common views amongst scientists is that humans understanding and reasoning of language is governed by the available resources.

Hypothesis for this study.

The most appropriate hypotheses for this particular study is as follows

Hypothesis 1

Null hypothesis, Ho: visual and verbal activities are not associated with dual task situations.

Alternative hypothesis, Ha: visual and verbal activities are associated with dual task situations.

Hypothesis 2

Ho: visual and verbal activities cannot affect each other during dual tasking perspective

Ha: visual and verbal activities can affect each other during dual tasking perspective.

All the above hypothesis were used to develop and model our topic on dual tasking which aimed at establishing and explaining the concept of dual tasking. Moreover, to achieve the objectives the cognitive loading capacity of the subjects was examined and experimented with the ability to process any idea. This was also used to come up with a 4 computer system generated dual tasks. Besides, it was assumed that the nature of information was basically monotonic and undetermined. This implied that the nature of the data was based on dual training and other relevant aspects.

Methodology and Design

The participants of this study.

Sixteen participants at college level Michigan were randomly selected for this particular study. 8 of them were male and the rest were female (Strayer & Johnston, 2001). Each one of them was assigned the 4 dual tasking conditions. At the same time, the visual and verbal conditions were measure as either short, long or even medium

Procedure

In this particular study, the experiment was divided into three phases. The first one took approximately 6 minutes and the participants warmed up within a period of 3 minutes before taking part in the second one. The experiment involved listening to speech by a famous politician within the state. Phone conversations were used to track the ability and understanding of the information amongst the various participants. The control group was taken to be of 4 participants and the intervention incorporated the remaining 12. The data was then recorded for further analysis. Additionally, the independent variable was visual recall while the dependent variables were both verbal and visual spatial criteria’s respectively. The following table shows data that was collected for analysis.

To add on this, the data was then cleaned and put into a form in which carrying out analysis would be easier. The table below shows some part of the data used

 
Short
Long

Big
1.00
0.00

small
0.34
0.66

 

Results obtained after Carrying out Analysis

The means obtained for the verbal and visual spatial data were 86 and 82% respectively. The performance on the major task in the experiment was much lower than when put together with cognitive ability and verbal experimentation. In general, the results from the experiment indicated that both verbal and visual spatial aspects (Bourke, 1997) have an effect on the cognitive ability to recall. However, during the experiment two participants in the intervention group withdrew from the study. These subjects had an average performance of 75%. On the other hand, visual spatial and the cognitive recalling function were analyzed as either short, long or average.

Descriptive Statistics.

The following table shows the descriptive statistics for the four dual tasks carried out in our analysis.

 

Here, the descriptive statistics for our case study were basically the means as shown in the table above.

Analysis of the effects of stimulus duration and cognitive capabilities

Dependent variables

Verbal Capability: Tracking Error

After carrying out ANOVA test for the verbal capability, the following table shows the results obtained by the tracking error.

Clearly, the main effect variable was insignificant at 5% level of significance. This is because the p value was higher than 0.5 (0.1048>0.05). The f value was given as 2.9565 with 16 degrees of freedom. This implies that the mean change score in the control group was much higher than the intervention group.

Visual spatial variable: Hit Rate

The results from the above table clearly that the hit rate for this particular study was insignificant at 5% level of significance. That is 0.6895>0.05. The f value was given as 0.55478 with 16 degrees of freedom. This implies that the mean change score in the control group was much higher than the intervention group.

The Independent Variable

The results indicated that the alarm rate was significant in terms of the cognitive dimension. This is because the p value, 0.04 was found to be less than 0.05. The f value was given to be 0.080723 for the overall model. The two way analysis of variance indicated that for the alarm rate, the mean change score in the control group was much lower than the intervention group (Bourke, 1997). From the results, we reject the null hypothesis and conclude that the cognitive ability of person is affected by verbal and visual spatial dimensions.

 

Graphs for the data

The following shows graphs obtained after analyzing the DVs and IDVs.

False alarm rate

Hit Rate

 

 

Mean Tracking Error

Conclusion

Our study has revealed the relationship between verbal and visual spatial dimensions in psychology. All these affect the cognitive ability of a person. From the results, we rejected the null hypothesis and conclude that indeed a relationship between these variables. However, the study was limited because we had a small sample size. Therefore, increasing the sample size would improve the reliability and validity of our experiment. At the same time, the study can be used by other researchers and improved to yield better results. Researchers should consider incorporating other factors that can affect the cognitive ability of an individual. As a result clinical practice will be improved and thus a better future for the public at large.

 

 

References

Vergauwe, E., Barrouillet, P., & Camos, V. (2010). Do Mental Processes Share a Domain-General Resource?. Psychological Science, 21(3), 384-390. doi: 10.1177/0956797610361340

Bourke, P. (1997). Measuring Attentional Demand in Continuous Dual-task Performance. The Quarterly Journal Of Experimental Psychology A, 50(4), 821-840. doi: 10.1080/027249897391900

Strayer, D., & Johnston, W. (2001). Driven to Distraction: Dual-Task Studies of Simulated Driving and Conversing on a Cellular Telephone. Psychological Science, 12(6), 462-466. doi: 10.1111/1467-9280.00386