Implicit learning provides advantage over explicit learning for gait-cognitive dual-task interference.

ABSTRACT: Dual-task performance holds significant relevance in real-world scenarios. Implicit learning is a possible approach for improving dual-task performance. Analogy learning, utilizing a single metaphor to convey essential information about motor skills, has emerged as a practical method for fostering implicit learning. However, evidence supporting the effect of implicit learning on gait-cognitive dual-task performance is insufficient. This exploratory study aimed to examine the effects of implicit and explicit learning on dual-task performance in both gait and cognitive tasks. Tandem gait was employed on a treadmill to assess motor function, whereas serial seven subtraction tasks were used to gauge cognitive performance. Thirty healthy community-dwelling older individuals were randomly assign

SUBMITTER: Nishimoto R 

PROVIDER: S-EPMC11306735 | biostudies-literature | 2024 Aug

REPOSITORIES: biostudies-literature