Altering sensory cues for spatial navigation does not impose a dual-task effect on gait and balance
Altering sensory cues for spatial navigation does not impose a dual-task effect on gait and balance
Beech, S.; McCracken, M. K.; Geisler, C.; Dibble, L. E.; Hansen, C. R.; Creem-Regehr, S. H.; Fino, P. C.
AbstractWalking is an attentionally demanding process that draws from a limited pool of attentional resources. Dual-task assessments, where individuals perform a cognitive task while walking, often reveal changes in gait and balance due to competing attentional demands. As cognitive task difficulty increases, the attentional resources necessary to complete the task also increase, leading to greater interference with gait and balance. However, these interactions are typically examined using contrived lab-based tasks, leaving it unclear how the cognitive processes engaged during real-world movement impact walking. In the present study, we investigated whether increasing the attentional demand of spatial navigation, a cognitive process intrinsically linked to movement, interferes with gait and balance. Healthy adults completed an ambulatory virtual reality homing task in which they walked through a virtual environment and navigated to previously visited locations while wearing ankle and lumbar trackers. We increased the attentional demand of navigation by removing sensory cues during this homing phase: full cues, visual cues only, or self-motion cues only. Navigation performance declined as sensory cues were removed, but we observed no corresponding changes in their spatiotemporal gait and balance metrics. These results show that, in healthy adults, increasing the attentional demand of spatial navigation does not interfere with gait and balance during real-world movement. This finding suggests that locomotor control may be robust to navigation-related cognitive demands. Further research is needed to determine why navigation did not interfere with mobility and to clarify the relationship between these two interconnected processes.