Cognitive-Motor Dual Task Interference Effects on Declarative Memory: A Theory-Based Review

Frontiers in Psychology
Phillip D Tomporowski, Ahmed S Qazi

Abstract

Bouts of exercise performed either prior to or immediately following study periods enhance encoding and learning. Empirical evidence supporting the benefits of interventions that simultaneously pair physical activity with material to be learned is not conclusive, however. A narrative, theory-based review of dual-task experiments evaluated studies in terms of arousal theories, attention theories, cognitive-energetic theories, and entrainment theories. The pattern of the results of these studies suggests that cognitive-motor interference can either impair or enhance memory of semantic information and the manner in which physical activity impacts working memory within executive processing appears to explain disparate outcomes. The integration and timing of physical movements in concert with the type of information to be encoded and remembered appears to be a critical requirement for learning. These observations have implications for the role of physical activity in education, rehabilitation, and gerontological settings.

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Citations

Feb 13, 2021·Perceptual and Motor Skills·Lindsay K CrawfordPaul D Loprinzi
Apr 14, 2021·Trends in Neuroscience and Education·Amanda L McGowanMatthew B Pontifex
Sep 15, 2021·Scandinavian Journal of Medicine & Science in Sports·Heidi J SyväojaTuija H Tammelin
Sep 16, 2021·The Quarterly Journal of Experimental Psychology : QJEP·Myungjin JungPaul D Loprinzi

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