Differences between two types of dual tasks according to the educational level in older adults. (November 2020)

• Record Type: Journal Article
• Authors: Tomas-Carus, Pablo; Rosado, Hugo; Pereira, Catarina; Marmeleira, José; Veiga, Guida; Collado-Mateo, Daniel
• Is Part Of: Archives of gerontology and geriatrics. Volume 91(2020)
• Publication Date: 2020-11
• Subjects: Elderly -- Simultaneous task -- Timed up and go -- Educational level -- Falling risk; Aging -- Periodicals; Geriatrics -- Periodicals; Gerontology -- Periodicals; Electronic journals; 305.26
• DOI: 10.1016/j.archger.2020.104216
• Languages: English
• ISSNs: 0167-4943

Abstract

Highlights: Older adults with low educational level had lower performance in the dual task TUG. Educational level should be considered to select an adequate simultaneous dual task. Semantic task might be recommended in samples with heterogeneous educational level. Semantic task led to lower performance and more cognitive errors than arithmetic task. Abstract: Introduction: For dual-task paradigms, the timed up and go (TUG) test along with other cognitive or motor tasks has been used to evaluate and predict the risk of falling in older adults. However, the interference between motor-cognitive tasks can differ by the cognitive task. Objective: To evaluate the performance of the TUG test under a single task condition and two dual-task conditions in older adults and to explore the effect of educational level on task performance. Methods: A total of 418 older adults (328 females) voluntarily participated in this study. The TUG test was administered as a single task and a dual task with one secondary simultaneous task: counting aloud backward from 100 or naming animals. Comparisons were performed to determine the interference caused by each cognitive task on the motor task, and correlation analysis was performed to explore the role of educational level. Results: The animal task led to a poorer TUG performance and a higher dual-task cost than did the counting task. Furthermore, the motor task led to a higher percentage of errors and cognitive stops in the animal task. Educational level plays a significant role in the interaction between tasks. Conclusions: Between-task interference differs by the type of cognitive task performed and the educational level of the participants. The results of the present study should be considered when dual-task assessments are planned for older adults.