title: Prefrontal Cortex Structure Predicts Training-Induced Improvements in Multitasking Performance.
abstract: The ability to perform multiple, concurrent tasks efficiently is a much-desired cognitive skill, but one that remains elusive due to the brain's inherent information-processing limitations. Multitasking performance can, however, be greatly improved through cognitive training (Van Selst et al., 1999, Dux et al., 2009). Previous studies have examined how patterns of brain activity change following training (for review, see Kelly and Garavan, 2005). Here, in a large-scale human behavioral and imaging study of 100 healthy adults, we tested whether multitasking training benefits, assessed using a standard dual-task paradigm, are associated with variability in brain structure. We found that the volume of the rostral part of the left dorsolateral prefrontal cortex (DLPFC) predicted an individual's response to training. Critically, this association was observed exclusively in a task-specific training group, and not in an active-training control group. Our findings reveal a link between DLPFC structure and an individual's propensity to gain from training on a task that taps the limits of cognitive control.
  
  
  CONCLUSIONS
  Cognitive "brain" training is a rapidly growing, multibillion dollar industry (Hayden, 2012) that has been touted as the panacea for a variety of disorders that result in cognitive decline. A key process targeted by such training is "cognitive control." Here, we combined an established cognitive control measure, multitasking ability, with structural brain imaging in a sample of 100 participants. Our goal was to determine whether individual differences in brain structure predict the extent to which people derive measurable benefits from a cognitive training regime. Ours is the first study to identify a structural brain marker-volume of left hemisphere dorsolateral prefrontal cortex-associated with the magnitude of multitasking performance benefits induced by training at an individual level.
authors.affiliation: School of Psychology and a.verghese@uq.ed.au paul.e.dux@gmail.com.
authors.forename: Ashika
authors.initials: A
authors.lastname: Verghese
authors.affiliation: School of Psychology and.
authors.forename: K G
authors.identifier: http://orcid.org/0000-0002-0690-6941
authors.initials: KG
authors.lastname: Garner
authors.affiliation: School of Psychology and Queensland Brain Institute, The University of Queensland, St. Lucia, Queensland 4072, Australia.
authors.forename: Jason B
authors.identifier: http://orcid.org/0000-0003-0929-9216
authors.initials: JB
authors.lastname: Mattingley
authors.affiliation: School of Psychology and a.verghese@uq.ed.au paul.e.dux@gmail.com.
authors.forename: Paul E
authors.identifier: http://orcid.org/0000-0002-4270-2583
authors.initials: PE
authors.lastname: Dux
mesh_terms: D000293:Adolescent; D000328:Adult; D001931:Brain Mapping; D004192:Discrimination, Psychological / Q000502:physiology*; D005260:Female; D007839:Functional Laterality / Q000502:physiology; D006801:Humans; D007091:Image Processing, Computer-Assisted; D008279:Magnetic Resonance Imaging; D008297:Male; D009483:Neuropsychological Tests; D010775:Photic Stimulation; D017397:Prefrontal Cortex / Q000502:physiology*; D011597:Psychomotor Performance / Q000502:physiology*; D011930:Reaction Time / Q000502:physiology; D013223:Statistics as Topic; D013663:Teaching; D055815:Young Adult
keywords: MRI; attention; individual differences; multitasking; training