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211.
Innovative motor insurance schemes involve the use of on-board devices to collect kinematic driving data as part of the so-called ‘Pay-How-You-Drive’ schemes, which charge premiums based on drivers’ behavior. Some of these schemes also involve on-board coaching programs, which give real-time feedback to users.Here, we aimed to investigate the influence of motor insurance on-board real-time coaching programs on drivers’ behavior while overtaking cyclists, as motor vehicle/bicycle interactions are a relevant issue in road safety. The tested programs give real-time feedback to users on their acceleration, promoting smoother and safer driving styles.Data were collected with a driving simulator experiment involving 67 young drivers. The experiment was divided into two trials: in the first, participants drove as normally as possible without receiving any type of feedback; in the second, which took place one month later, they received feedback based on their driving behavior. Using data from the first trial, participants were clustered (k-mean approximation) into two groups, according to their driving style (aggressive vs. defensive). For each group, half of the drivers received contingent positive feedback (when a smooth driving event occurred) and the other half received contingent negative feedback (when a harsh driving event occurred). Feedback was presented in the form of auditory cues (for half of one group) or as visual cues (for the others). Thus, there were eight groups based on driving style, feedback type, and feedback modality.Multiple kinematic variables were studied with mixed ANOVA, and included not only clearance distances, speeds, and acceleration, but also the chosen overtaking strategy (accelerative vs. flying). Driving style, gender, car usage, feedback type and modality were considered as factors in the analysis.Results showed that the coaching programs had a significant positive effect, in terms of safety, reducing acceleration and speeds during the overtaking and inducing drivers to adopt the safer accelerative strategy. It was also particularly effective in improving the performance of aggressive drivers. These results are of high interest for real-world applications because they were obtained with a general-purpose coaching program; conversely, it might be impractical to develop dedicate programs for specific situations such as drivers overtaking cyclists. 相似文献
212.
Studies on normative feedback have shown superior motor learning outcomes for individuals who believe that they are performing better than others through increased self-efficacy. Nevertheless, the effects of normative feedback were never dissociated from the knowledge of results (KR) provided to the learners which potentially interacts with self-efficacy as well. Thus, we investigated whether the effects of normative feedback on motor learning, associated with self-efficacy, would be dependent on the amount of KR provided. Fifty-six participants were randomly assigned to four experimental groups in terms of KR frequency (100% and 33%) and normative feedback (positive and negative). In the acquisition phase, all groups received the average KR of their performance at the end of each block of trials (True feedback) and a fake KR based on their own performance (but said to be from a group of participants who practiced the same task) (False Feedback). The False Feedback indicated better or worse performance of the participant in comparison to the fake group, depending on their experimental group. Retention tests were performed immediately and after 24 h from the acquisition phase. To measure self-efficacy, a questionnaire on participant's efficacy was applied before the first block, after each block of trials and before the retention tests. The results revealed superiority of positive normative feedback and 100% KR frequency, compared to negative normative feedback and 100% KR frequency in the 24h retention test. No difference was found between the groups with a frequency of 33% of KR (positive and negative). All groups increased self-efficacy during practice, but there was no difference between groups at any stage of the study. We conclude that the effects of normative feedback on motor learning are dependent on the KR frequency. However, they were not associated with self-efficacy. 相似文献
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214.
Failure is a pervasive yet rarely articulated reality of being an academic. From grant rejections to fieldwork mistakes, this editorial introduces a special issue that engages with the notion of ‘failure’ within the neoliberal university. Highlighting the uncomfortable impacts of ‘failure’ across contrasting spaces and career stages, the authors explore its politics, power, and emotional resonance, as well as raising crucial questions of resistance, hope, and refusal within geography and its allied disciplines. Three key themes emerged from these 16 papers: (i) failure is embedded in the structures of the academy; (ii) failure is an inherent part of academic knowledge production; and (iii) failure is an experience that is not equally felt, but is contingent upon uneven power relations and positionalities. We situate the special issue within the context of the coronavirus pandemic and suggest that the failure of the university sector to cope with this existential threat has exposed the very worst characteristics of market-driven education. Ultimately, this special issue aims to push back against the fear and loneliness that ‘failure’ can create, in order to confront the neoliberal university. In troubling conventional models of ‘success’ and ‘failure’ in academia, we conclude that refusing to accept the unrealistic expectations, impositions, and demands of the University-Industrial Complex is not a failure at all. 相似文献
215.
This article examines the tensions between failing when researching policy and researching policy that itself will inevitably tend towards failure. Putting geographic scholarship on policy mobilities into dialogue with recent attempts to reclaim academic failure, I discuss the emotional struggles that can punctuate the geographies of researching, mobilising and critiquing public policy. Supported by diary material as a fixed-term contract policy researcher studying health and care reforms in England, I reflect on failure when working within and beyond the spaces of the local state. With growing pressure on academics to impact policymaking, I emphasise the unsettling ‘betweenness’ of policy mobilities researchers unable to get to grips with power whilst becoming attached to, and part of, policies under investigation. Consequently, I suggest precarious academic researchers are, in more ways than one, occupying uncertain positions within accelerated worlds of fast policy as public intermediaries unable to talk about failure. The article concludes by outlining why this matters in the present crisis. 相似文献
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217.
This study investigated the effects of self-monitoring and public posting on the cycling performance of competitive youth cyclists. We measured three primary dependent variables: performance volume, intensity precision, and performance-duration deviation. In addition, we evaluated self-monitoring accuracy and social validity. The participants were three males aged 14–16 years. We used an ABAB design to evaluate an intervention package that consisted primarily of self-monitoring and public posting. Athletes self-monitored their performance after training using an online summative Google Form. The coach publicly posted performance-based rankings on the social media application WhatsApp. Results indicate that the intervention package positively improved all performance measures across all athletes. Social-validity measures were also favorable. 相似文献
218.
In recent years, the number and complexity of in-vehicle infotainment systems has been steadily increasing. While these systems certainly improve the driving experience, they also increase the risk for driver distraction. International standards and guidelines provide methods of measuring this distraction along with test criteria that help automakers decide whether an interface task is too distracting to be used while driving. Any specific function failing this test should therefore be locked out for use by the driver. This study implemented and tested a dynamic approach to this blocking by algorithmically reacting to driver inputs and the pace of the interaction in order to prevent drivers from having prolonged or too intense sequences of in-vehicle interactions not directly related to driving. Three simulated driving experiments in Germany and the United States were conducted to evaluate this dynamic function blocking concept and also cater for differences in the status quo of either no blocking or static blocking. The experiments consisted of a car following scenario with various secondary interface tasks and always included a baseline condition where no blocking occurred as well as an implementation of the dynamic function blocking. While Experiments 1 and 3 were aimed at collecting and analyzing gaze and driving data from more than 20 participants, Experiment 2 focused on the user experience evaluation of different visual feedback implementations from 13 participants. The user experience as rated by these participants increased throughout the course of all three studies and helped further improve both the concept and feedback design. In the experiments the total glance time towards the road was significantly higher in the dynamic function blocking condition compared to the baseline, already accounting for the increase in total task time inherent to the dynamic condition. Participants developed two strategies of interacting with the dynamic function blocking. They either operated at their normal baseline speed and incurred task blockings or operated slower to avoid the blockings. In the latter strategy, participants chunked their interactions into smaller steps with the present data suggesting that they used the pauses in between chunks to look back onto the road ahead. Theoretical and practical implications of this first evaluation of a dynamic function blocking concept are discussed. 相似文献
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220.
Pablo Fajfar Guillermo Campitelli Martin Labollita 《Australian journal of psychology》2012,64(3):169-177
We investigated the role of anticipation of feedback in performance and estimation about own performance. We submitted 155 participants to a test of verbal aptitude, and we requested them to give estimations of their own performance and the performance of other participants. There were two treatments: immediate feedback and delayed feedback. Participants in the immediate‐feedback group were informed that they would receive feedback on their performance immediately after finishing the test, whereas participants in the delayed‐feedback group were informed that they would receive feedback a week after taking the test. The immediate‐feedback group performed better than the delayed‐feedback group. Furthermore, the former underestimated their own performance. On the other hand, participants on the delayed‐feedback group made unbiased estimations. We present a mathematical model based on construal‐level theory, decision affect theory, temporal discounting, and Moore and Healy's model of overestimation. The model suggests that the source of differences in performance and in estimations of own performance is a construal of the feedback situation that modifies the expected utility of the task. 相似文献