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The authors examined whether the learning and performance of dual tasks by young and old adults could be enhanced through training. Adults were trained with either a fixed-priority or variable-priority training strategy on a monitoring task and an alphabet-arithmetic task and then transferred to a scheduling and a paired-associates running memory task. Participants in the variablepriority condition learned the monitoring and alphabet-arithmetic tasks more quickly and achieved a higher level ofdoi:10.1037//1076-898x.1.1.50 fatcat:4hfa4hx43rhsvn4prbtiqxatpu