Training interventions are only effective on careful drivers,not careless drivers |
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| Affiliation: | 1. College of Mechatronics and Control Engineering, Institute of Human Factors and Ergonomics, Shenzhen University, Shenzhen, China;2. Department of Mechanical and Industrial Engineering, University of Massachusetts Amherst, 160 Governors Drive, Amherst, MA 01003, USA;3. Volpe National Transportation Systems Center, 55 Broadway Street, Cambridge, MA 02142, USA;1. Transportation Research Institute (IMOB), Hasselt University, Wetenschapspark 5, bus 6, Diepenbeek 3590, Belgium;2. Maastricht University, Department of Work and Social Psychology, Faculty of Psychology and Neuroscience, P.O. Box 616, 6200 MD Maastricht, the Netherlands;3. Hasselt University, Faculty of Applied Engineering Sciences, H-building, Diepenbeek 3590, Belgium;1. School of Psychology, University of Nottingham Malaysia Campus, Jalan Broga, 43500 Semenyih, Selangor, Malaysia;2. Division of Psychology, Nottingham Trent University, Burton Street, Nottingham NG1 4BU, UK;1. IFSTTAR, TS2, LMA, F-13300 Salon de Provence, France;2. CNRS, LPL – National Center for Scientific Research (Laboratoire Parole & Langage – UMR 7309), 5 Avenue Pasteur, 13100 Aix en Provence, France;3. Laboratoire ICONES (Psychologie et neurosciences: Intégration COgnitive, du NEurone à la Société) (EA 4966), Département de psychologie, UFR des sciences de l’homme et de la société, Université de Rouen, rue Lavoisier, 76821 Mont-Saint-Aignan cedex, France |
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| Abstract: | Drivers aged 16–24 are overrepresented in fatal crashes compared to middle-aged, more experienced drivers. This age-related difference in crash rates partly arises from younger drivers’ poorer performance on three cognitive skills known to be related to crash involvement: hazard anticipation, hazard mitigation and attention maintenance. Training programs have been shown effective at improving these skills within a short period of time. However, young drivers are not homogenous and they have different driving styles. The driving styles can interact with driving skills by influencing both their acquisition and, once acquired, their execution. A study was undertaken on a driving simulator to determine whether the effectiveness of an already existing training program aimed at improving the three above mentioned skills is moderated by driving style. In particular, drivers were classified as either careful or careless drivers based both on their scores on measures designed to evaluate two general traits relevant to discriminating between careful and careless drivers (sensation seeking and aggressiveness) as well as on their scores designed to evaluate driving specific behaviors that discriminate between careful and careless drivers (aggressive driving behaviors and driving violations and errors). It was found that training improved the hazard anticipation and attention maintenance performance of only the careful drivers, not the careless drivers. |
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| Keywords: | Young driver training Careful and careless drivers Hazard anticipation Hazard mitigation Attention maintenance |
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