Abstract
Task switching is a behavioral phenomenon that serves as a tool for assessment of individual cognitive abilities that becomes especially essential in our multitasking milieu. Factors of task-switching include cognitive load and cognitive effort, mostly derived from task difficulty, as well as age and practice. The analysis of brain activity on the level of single neurons shows that the activations that contribute to task performance and switching differ with respect to the protocol of learning the alternated tasks. We argue that task switching is affected by the history of learning and in turn it changes the structure of individual experience. On this basis we outline perspectives of task switching studies in the fundamental field of long-term memory and applied field of education and therapy.
Highlights
The necessity to change behavior (e.g., to interrupt the current one and switch to another) is usually perceived as a burden, because getting back to where you formerly stopped requires effort that would not be made without the interruption
The necessity to change behavior is usually perceived as a burden, because getting back to where you formerly stopped requires effort that would not be made without the interruption
No significant changes have been revealed in the posterior cingulate cortex neurons, there were considerable changes similar to the previous results from our lab (Alexandrov et al, 1999). These results show that the specialized neurons increase their degree of involvement after switching, reorganizing the subserving of task performance
Summary
The necessity to change behavior (e.g., to interrupt the current one and switch to another) is usually perceived as a burden, because getting back to where you formerly stopped requires effort that would not be made without the interruption. The key point of neuronal activity analysis is the comparison of samples of neurons (their specializations, firing indices etc.) with respect to the history of learning, given that these samples were recorded during final behavior that was similar for the groups of animals.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
