The influence of task demand and learning on the psychophysiological response

Abstract

The level of expertise of an operator may significantly influence his/her psychophysiological response to high task demand. A naïve individual may invest considerable mental effort during performance of a difficult task and psychophysiological reactivity will be high compared to the psychophysiological response of a highly skilled operator. A study on multitasking performance was conducted to investigate the interaction between learning and task demand on psychophysiological reactivity. Thirty naïve participants performed high and low demand versions of the Multi-attribute Task Battery (MATB) over a learning period of 64 min. High and low task demand setting were preset via a pilot study. Psychophysiological variables were collected from four channels of EEG (Cz, P3, P4, Pz), ECG, EOG and respiration rate to measure the impact of task demand and learning. Several variables were sensitive to the task demand manipulation but not time-on-task, e.g., heart rate, Θ activity at parietal sites. The sensitivity of certain variables to high demand was compromised by skill acquisition, e.g., respiration rate, suppression of α activity. A sustained learning effect was observed during the high demand condition only; multiple regression analyses revealed that specific psychophysiological variables predicted learning at different stages on the learning curve. The implications for the sensitivity of psychophysiological variables are discussed.