Can younger drivers be trained to scan for information that will reduce their risk in roadway traffic scenarios that are hard to identify as hazardous?

The efficacy of hazard perception training and education: A systematic review and meta-analysis

BACKGROUND

Hazard perception (HP) has been argued to improve with experience, with numerous training programs having been developed in an attempt to fast track the development of this critical safety skill. To date, there has been little synthesis of these methods.

OBJECTIVE

The present study sought to synthesise the literature for all road users to capture the breadth of methodologies and intervention types, and quantify their efficacy.

DATA SOURCES

A systematic review of both peer reviewed and non-peer-reviewed literature was completed. A total of 57 papers were found to have met inclusion criteria.

RESULTS

Research into hazard perception has focused primarily on drivers (with 42 studies), with a limited number of studies focusing on vulnerable road users, including motorcyclists (3 studies), cyclists (7 studies) and pedestrians (5 studies). Training was found to have a large significant effect on improving hazard perception skills for drivers (g = 0.78) and cyclists (g = 0.97), a moderate effect for pedestrians (g = 0.64) and small effect for motorcyclists (g = 0.42). There was considerable heterogeneity in the findings, with the efficacy of training varying as a function of the hazard perception skill being measured, the type of training enacted (active, passive or combined) and the number of sessions of training (single or multiple). Active training and single sessions were found to yield more consistent significant improvements in hazard perception.

CONCLUSIONS

This study found that HP training improved HP skill across all road user groups with generally moderate to large effects identified. HP training should employ a training method that actively engages the participants in the training task. Preliminary results suggest that a single session of training may be sufficient to improve HP skill however more research is needed into the delivery of these single sessions and long-term retention. Further research is also required to determine whether improvements in early-stage skills translate to improvements in responses on the road, and the long-term retention of the skills developed through training.

A method to enhance drivers' hazard perception at night based on "knowledge-attitude-practice" theory

During nighttime driving, the inherent challenges of low-illuminance conditions often lead to an increased crash rate and higher fatalities by impairing drivers' ability to recognize imminent hazards. While the severity of this issue is widely recognized, a significant research void exists with regard to strategies to enhance hazard perception under such circumstances. To address this lacuna, our study examined the potential of an intervention grounded in the knowledge-attitude-practice (KAP) framework to bolster nighttime hazard detection among drivers. We engaged a cohort of sixty drivers split randomly into an intervention group (undergoing specialized training) and a control group and employed a holistic assessment that combined eye movement analytics, physiological response monitoring, and driving performance evaluations during simulated scenarios pre- and post-intervention. The data showed that the KAP-centric intervention honed drivers' visual search techniques during nighttime driving, allowing them to confront potential threats with reduced physiological tension and ensuring more adept vehicle handling. These compelling findings support the integration of this methodology in driver training curricula and present an innovative strategy to enhance road safety during nighttime journeys.

Novice driver crashes: The relation between putative causal factors, countermeasures, real world implementations, and policy - A case study in simple, scalable solutions

Novice drivers are at a greatly inflated risk of crashing. This led in the 20th century to numerous attempts to develop training programs that could reduce their crash risk. Yet, none proved effective. Novice drivers were largely considered careless, not clueless. This article is a case study in the United States of how a better understanding of the causes of novice driver crashes led to training countermeasures targeting teen driving behaviors with known associations with crashes. These effects on behaviors were large enough and long-lasting enough to convince insurance companies to develop training programs that they offered around the country to teen drivers. The success of the training programs at reducing the frequency of behaviors linked to crashes also led to several large-scale evaluations of the effect of the training programs on actual crashes. A reduction in crashes was observed. The cumulative effect has now led to state driver licensing agencies considering as a matter of policy both to include items testing the behaviors linked to crashes on licensing exams and to require training on safety critical behaviors. The effort has been ongoing for over a quarter century and is continuing. The case study highlights the critical elements that made it possible to move from a paradigm shift in the understanding of crash causes to the development and evaluation of crash countermeasures, to the implementation of those crash countermeasures, and to subsequent policy changes at the state and federal level. Key among these elements is the development of simple, scalable solutions.

Booster Dose of Attention Training Program for Young Novice Drivers: A Longitudinal Driving Simulator Evaluation Study

OBJECTIVE

We examined the effectiveness of a second exposure to ACCEL, a novel driving training program, on latent hazard anticipation (HA) performance several months after their first exposure.

BACKGROUND

Past research has demonstrated that PC-based driver training programs can improve latent HA performance in young novice drivers, but these improvements are below the ceiling level.

METHOD

Twenty-five participants were randomly assigned to either the Placebo group, the ACCEL-1 group, or the ACCEL-2 group. Following the completion of the assigned training program, participants drove a series of eighteen scenarios incorporating latent hazards in a high-fidelity driving simulator with their eyes tracked. Participants returned two to six months following the first session and completed either the placebo program (ACCEL-1 and Placebo groups), or a second dose of training program (ACCEL-2 group), again followed by simulated evaluation drives.

RESULTS

The ACCEL-2 group showed improved HA performance compared to the ACCEL-1 and Placebo groups in the second evaluation.

CONCLUSION

ACCEL enhances young novice drivers' latent HA performance. The effectiveness of ACCEL is retained up to 6 months, and a second dose further improves HA performance.

APPLICATION

Policy makers should consider requiring such training before the completion of graduate driver license programs. Young novice drivers that do not show successful latent HA performance could be required to complete additional training before being allowed to drive without restrictions.

Comparison of visual requirements and regulations for obtaining a driving license in different European countries and some open questions on their adequacy

We reviewed the current state of knowledge regarding visual function and its suitability as part of medical examinations for driving licenses. We focused only on Group 1 drivers. According to previous studies, visual acuity, which is the most common test, is weakly associated with a higher risk of road accidents, with a greater role of visual field. The inclusion of the visual field test in medical examinations is therefore important, but the actual limit value is still unclear and further research in specific situations is needed. Color vision impairment was not found a threat to traffic safety. Contrast sensitivity decreases with age and is affected by abnormal eye conditions. Resulting glare can lead to an increased risk of traffic accidents during night driving in the elderly and others with conditions that impair contrast sensitivity. However, the universal cut-off limits have not been established either. The current European Union (EU) regulations therefore reflect minimum common denominator across the member states which may not entirely translate to optimal driving safety. Due to these open questions, standardized testing in simulators or on polygons that simulate real life conditions would be needed to better determine safe limits of visual function in different conditions. As there is a need to have better standardization across Europe regarding the requirements and rules regarding driving licenses in European countries, we first analyzed existing rules and compared them with each other, also in terms of deviations from the EU directive itself. We reviewed the literature in this field and prepared proposals for a more optimal regulation of the rules in the future. Particular attention is paid to the new method of examining the visual field that was created to respect the European directive. The paper can serve as a basis of information for research teams to design further protocols, as it gathers research findings to date on the importance and impact of various visual functions on driving safety, as well as a starting point for a debate on revising existing rules for obtaining and maintaining licenses, as it compares the current regulations in European countries and differences between them.

Improvements of Warning Signs for Black Ice Based on Driving Simulator Experiments

Black ice is one of the main causes of traffic accidents in winter, and warning signs for black ice are generally ineffective because of the lack of credible information. To overcome this limitation, new warning signs for black ice were developed using materials that change color in response to different temperatures. The performance and effects of the new signs were investigated by conducting driver behavior analysis. To this end, driving simulator experiments were conducted with 37 participants for two different rural highway sections, i.e., a curve and a tangent. The analysis results of the driving behavior and visual behavior experiments showed that the conventional signs had insufficient performance in terms of inducing changes in driving behavior for safety. Meanwhile, the new signs actuated by weather conditions offered a statistically significant performance improvement. Typically, driver showed two times higher speed deceleration when they fixed eyes on the new weather-actuated warning sign (12.80 km/h) compared to the conventional old warning sign (6.84 km/h) in the curve segment. Accordingly, this study concluded that the new weather-actuated warning signs for black ice are more effective than the conventional ones for accident reduction during winters.

Improving the tactical scanning of student pilots: A gaze-based training intervention for transition from visual flight into instrument meteorological conditions

Eye tracking has been applied to train novice drivers and clinicians; however, such applications in aviation are limited. This study develops a gaze-based intervention using video-based, expert commentary, and 3M (Mistake, Mitigation, Mastery) training to instruct visual flight rule student pilots on an instrument cross-check to mitigate the risk of losing aircraft control when they inadvertently enter instrument meteorological conditions (IMC). Twenty general aviation student pilots were randomized into control and experimental groups. Dwell time, return time, entropy, Kullback-Leibler divergence, and deviations from flight paths were compared before and after training to straight-and-level-flight (LF) and standard left level turn (LT) scenarios. After the training, the experimental pilots significantly increased dwell time on primary instruments (PIs), reduced randomness in visual search, and fixated on the PIs in shorter times (in the scenario of LT). In terms of piloting, all experimental pilots successfully kept the aircraft control while five control pilots lost control in IMC; significant differences in altitude and rate of climb deviations were observed between groups (in the scenario of LF).

Insights into Factors Affecting Traffic Accident Severity of Novice and Experienced Drivers: A Machine Learning Approach

Traffic accidents have significant financial and social impacts. Reducing the losses caused by traffic accidents has always been one of the most important issues. This paper presents an effort to investigate the factors affecting the accident severity of drivers with different driving experience. Special focus was placed on the combined effect of driving experience and age. Based on our dataset (traffic accidents that occurred between 2005 and 2021 in Shaanxi, China), CatBoost model was applied to deal with categorical feature, and SHAP (Shapley Additive exPlanations) model was used to interpret the output. Results show that accident cause, age, visibility, light condition, season, road alignment, and terrain are the key factors affecting accident severity for both novice and experienced drivers. Age has the opposite impact on fatal accident for novice and experienced drivers. Novice drivers younger than 30 or older than 55 are prone to suffer fatal accident, but for experienced drivers, the risk of fatal accident decreases when they are young and increases when they are old. These findings fill the research gap of the combined effect of driving experience and age on accident severity. Meanwhile, it can provide useful insights for practitioners to improve traffic safety for novice and experienced drivers.

The effect of hazard awareness training on teen drivers of varying socioeconomic status

OBJECTIVE

To compare the effectiveness of the Risk Awareness and Perception Training (RAPT) program among teens of various socioeconomic status (SES).

METHODS

A secondary analysis was undertaken of data collected from 5036 teen participants for a study in 2011. They were randomly assigned to either receive RAPT or a placebo training. The total number of crashes (property damage only and injury) within the first 12 months after licensure was recorded. A Poisson regression model was employed to investigate the effectiveness of RAPT in terms of crash frequency among teens in different levels of SES, as measured by SES level (high or low) or poverty rate.

RESULTS

Poverty rate was significantly associated with participants' crash frequency within the first 12 months after licensure such that when poverty rate increased, the crash frequency increased. The interacting effect of poverty rate and training was also significant. When compared to participants who did not receive RAPT, participants who received RAPT had fewer crashes when poverty rate increased.

CONCLUSION

The RAPT program attenuated the negative effect of teen drivers' SES on crashes. No significant effect of sex or age was found, indicating that in terms of crashes, regardless of age or sex, RAPT is equally effective at reducing crashes for lower SES teens.

Using aversive conditioning with near-real-time feedback to shape eye movements during naturalistic viewing

Strategically shaping patterns of eye movements through training has manifold promising applications, with the potential to improve the speed and efficiency of visual search, improve the ability of humans to extract information from complex displays, and help correct disordered eye movement patterns. However, training how a person moves their eyes when viewing an image or scene is notoriously difficult, with typical approaches relying on explicit instruction and strategy, which have notable limitations. The present study introduces a novel approach to eye movement training using aversive conditioning with near-real-time feedback. Participants viewed indoor scenes (eight scenes presented over 48 trials) with the goal of remembering those scenes for a later memory test. During viewing, saccades meeting specific amplitude and direction criteria probabilistically triggered an aversive electric shock, which was felt within 50 ms after the eliciting eye movement, allowing for a close temporal coupling between an oculomotor behavior and the feedback intended to shape it. Results demonstrate a bias against performing an initial saccade in the direction paired with shock (Experiment 1) or generally of the amplitude paired with shock (Experiment 2), an effect that operates without apparent awareness of the relationship between shocks and saccades, persists into extinction, and generalizes to the viewing of novel images. The present study serves as a proof of concept concerning the implementation of near-real-time feedback in eye movement training.

A thousand years of crash experience in three hours: An online hazard perception training course for drivers

A key goal of driver training is to teach drivers to avoid crashes. However, in traditional driver training, drivers are unlikely to see even a single example of the class of event that we want them to learn to avoid. We developed a six-session automated online hazard perception training course for drivers, which incorporates a range of evidence-based strategies and employs extensive video footage of real crashes. We evaluated this course in a randomized control trial by examining its effects on previously-validated computer-based measures of hazard perception, hazard prediction, speed choice, following distance, and gap acceptance propensity, as well as self-rated measures of driver skill, safety, and real world transfer. We found that the course resulted in significant improvements in hazard perception response time and hazard prediction scores, and significantly longer vehicle following distances. Additionally, all participants in the trained group reported that their real world driving behaviour had improved. No significant training effects were found for the other measures. The results suggest that the course can improve key behaviours associated with crash risk.

Creating a hazard-based training and assessment tool for emergency response drivers

Emergency response drivers (ERDs) are often required to engage in high-risk driving manoeuvres on their way to a reported incident. Such risk requires that these drivers receive a high-level of training and continued development. The aim of this paper was to investigate an innovative format for a new potential tool that could support the training and assessment of these drivers: a single-clip Holistic Hazard Test, containing multiple hazards in a single route. In study one, we created a proof-of-concept 15-minute clip containing hazards, multiple-choice questions and probes to collect self-reported safety ratings. ERDs were more accurate on the multiple-choice questions (MCQs) than a control group, though response time scores to hazards did not reach the threshold for significance. In study two, we refined the development process and created a series of new holistic hazard tests across four counties of the East Midlands, UK. Each test contained many hazards and MCQs that assessed situation awareness and decision-making, based on the results of study 1. Participants were recruited across the four counties and were presented with both the test that was specific to their county and one of the unfamiliar-location tests, in order to assess the generalisability of the tests across different locales. The results showed no differences regarding location familiarity, suggesting that tests filmed in one area of the country can be viewed by drivers elsewhere without detriment to performance. ERDs once again responded to MCQs more accurately, and also scored more hazard points on the basis of faster responses to hazards compared to control participants. These results suggest such tests can successfully tap into ERD-specific skills with regard to spotting, predicting and responding to hazards on the road. We recommend refinement of this tool for assessment of emergency response drivers, and further development to extend the materials to create a training tool.

Does the use of a head mounted display increase the success of risk awareness and perception training (RAPT) for drivers?

The PC-based driver training programme, Risk Awareness and Perception Training (RAPT) has been successful in improving young drivers' hazard anticipation and mitigation responses in both simulator and on-road studies. The current research aimed to evaluate the success of an adaptation of this training for the UK context, along with investigating the impact of the presentation modality on RAPT effectiveness. Traditionally RAPT has been delivered on a PC monitor, which does not allow the same range of head and eye movements that drivers use when on the road. Thus, it was anticipated that the 360° field-of-view provided by Head Mounted Display (HMD) technology would provide a more ecologically valid experience, facilitating deeper processing and encoding of driving relevant scanning patterns, and an increased capacity to identify potentially hazardous areas of a driving scenario. Using a between-subjects design, three different training modalities were compared - a PC-based version using still images (PC-Stills), a HMD version using still images (HMD-Stills), and a HMD version using videos (HMD-video). All three training groups' performance on the UK Hazard Perception test was compared to that of a control group, who received no training. Results indicated that the adaptation of the training materials for the UK context was successful, with all three training programmes leading to performance improvements in the RAPT tests. Although participants in the HMD-video condition required more attempts to pass the training, this group showed the greatest improvement in hazard perception scores from the pre- to the post-training tests. Results also showed scenario-based differences between the modalities, suggesting that the success of different versions of RAPT may be linked to the type of risky scenario being targeted.

Saccades and driving

Driving is not only a physical task, but is also a mental task. Visual inputs are indispensable in scanning the road, communicating with other road users and monitoring in-vehicle devices. The probability to detect an object while driving (conspicuity) is very important for assessment of driving effectiveness, and correct choice of information relevant to the safety of driving determines the efficiency of a driver. Accordingly, eye fixation and eye movements are essential for attention and choice in decision making. Saccades are the most used and effective means of maintaining a correct fixation while driving. In order to identify the features of the most predisposed subjects at high driving performances and those of the high-level sportsmen, we used a special tool called Visual Exploration Training System. We evaluated by saccade and attentional tests various groups of ordinary drivers, past professional racing drivers, professional truck drivers and professional athletes. Males have faster reaction time compared to females and an age below 30 seems to guarantee better precision of performance and accuracy in achieving all visual targets. The effect on physical activity and sports is confirmed. The performances of the Ferrari Driver Academy (FDA) selected students who were significantly better than those of a group of aspiring students and amateur racing drivers probably thanks to individual predisposition, training and so-called ‘neural efficiency’.

Contingent negative variation during a modified cueing task in simulated driving

The obscured pedestrian-motor vehicle crash has become a serious danger to driving safety. The present study aims to investigate the contingent negative variation (CNV) during the anticipation of an obscured pedestrian-motor vehicle crash in simulated driving. We adopted two cueing tasks: (i) a traditional cognitive paradigm of cueing task that has been widely used to study anticipatory process, and (ii) a modified cueing task in simulated driving scenes, in which Electroencephalogram (EEG) signals of 32 participants were recorded to detect the CNV. Simulated car following and pedestrian crossing tasks were designed to measure anticipation-related driving behaviors. The results showed that both early and late CNVs were observed in two cueing tasks. The mean amplitude of the late CNV during a modified cueing task in simulated driving was significantly larger than that in a traditional cueing task, which was not the case for the early CNV potentials. In addition, both early and late CNVs elicited in simulated driving were significantly correlated with anticipatory driving behaviors (e.g., the minimum time to collision). These findings show that CNV potentials during the anticipation of an obscured pedestrian-motor vehicle crash might predict anticipation-related risky driving behaviors.

Gaze entropy measures detect alcohol-induced driver impairment

Driving under the influence of alcohol is an ongoing cause of road traffic accidents. The biphasic nature of alcohol effects on subjective experience appears to contribute to the prevalence of drink-driving, as people perceive the declining phase of the BAC curve as recovery from intoxication and are more willing to drive despite significant impairments in objectively measured functions. The present study investigates whether alcohol-induced changes in gaze behaviour can be detected during engagement in a simulated driving task. In a repeated-measures and placebo-controlled design, this study examines the biphasic influence of moderate alcohol intake (0.6 g/kg) on measures of gaze behaviour and simulated driving performance. Twenty-two healthy young adults completed three driving sessions (baseline, ascending and descending) under two conditions (placebo, alcohol) while their eye movements were simultaneously recorded. The results revealed that gaze behaviour as measured by gaze transition entropy (GTE) and stationary gaze entropy (SGE) and driving performance measured by the standard deviation of lateral position (SDLP) of the vehicle, were significantly affected by alcohol across the ascending and descending sessions. The alcohol-induced reduction in GTE with an increase in SGE is discussed as alcohol's impact on top-down modulation of gaze resulting in more dispersed and erratic pattern of visual scanning. The observed changes in gaze behaviour also mediated the influence of alcohol upon driving performance. These results have significant implications for the development of driver monitoring systems that can detect alcohol-induced impairment.

Examining the effects of passive and active strategies on behavior during hybrid visual memory search: evidence from eye tracking

Hybrid search requires observers to search both through a visual display and through the contents of memory in order to find designated target items. Because professional hybrid searchers such as airport baggage screeners are required to look for many items simultaneously, it is important to explore any potential strategies that may beneficially impact performance during these societally important tasks. The aim of the current study was to investigate the role that cognitive strategies play in facilitating hybrid search. We hypothesized that observers in a hybrid search task would naturally adopt a strategy in which they remained somewhat passive, allowing targets to "pop out." Alternatively, we considered the possibility that observers could adopt a strategy in which they more actively directed their attention around the visual display. In experiment 1, we compared behavioral responses during uninstructed, passive, and active hybrid search. We found that uninstructed search tended to be more active in nature, but that adopting a passive strategy led to above average performance as indicated by a combined measure of speed and accuracy called a balanced integration score (BIS). We replicated these findings in experiment 2. Additionally, we found that oculomotor behavior in passive hybrid search was characterized by longer saccades, improved attentional guidance, and an improved ability to identify items as targets or distractors (relative to active hybrid search). These results have implications for understanding hybrid visual search and the effect that strategy use has on performance and oculomotor behavior during this common, and at times societally important, task.

User Education in Automated Driving: Owner’s Manual and Interactive Tutorial Support Mental Model Formation and Human-Automation Interaction

Automated driving systems (ADS) and a combination of these with advanced driver assistance systems (ADAS) will soon be available to a large consumer population. Apart from testing automated driving features and human–machine interfaces (HMI), the development and evaluation of training for interacting with driving automation has been largely neglected. The present work outlines the conceptual development of two possible approaches of user education which are the owner’s manual and an interactive tutorial. These approaches are investigated by comparing them to a baseline consisting of generic information about the system function. Using a between-subjects design, N = 24 participants complete one training prior to interacting with the ADS HMI in a driving simulator. Results show that both the owner’s manual and an interactive tutorial led to an increased understanding of driving automation systems as well as an increased interaction performance. This work contributes to method development for the evaluation of ADS by proposing two alternative approaches of user education and their implications for both application in realistic settings and HMI testing.

Evaluation of strategies to train visual search performance in professional populations

Visual search, the act of finding targets amongst distractors, is central to many professions with life-or-death implications including aviation security, radiology, lifeguarding, military, and more. As such, every effort should be taken to improve visual search performance. One potential path to improvement is to ensure that workforces are optimally trained. Broadly, there are three general components to train: (1) specific use of the machinery and user interface (i.e. 'knobology'), (2) target and distractor identification, and (3) search strategy. The current review considers the cognitive psychology aspects of these three components; each is evaluated in light of short-term and long-term training goals, as well as profession-specific constraints.

The effects of repetitive presentation of specific hazards on eye movements in hazard perception training, of experienced and young-inexperienced drivers

Recent evidence shows that compared to experienced drivers, young-inexperienced drivers are more likely to be involved in a crash mainly due to their poor hazard perception (HP) abilities. This skill develops with experience and may be developed through training. We assumed that as any other skill, HP developed through implicit learning. Nevertheless, current training methods, rely on deliberate learning where young-inexperienced drivers are instructed what hazards that they should seek and where they might be located. In this exploratory study, we investigated the effectiveness of a novel training procedure, in which learners were repeatedly exposed to target video clips of driving scenarios embedded within filler scenarios. Each of the target videos included scenarios of either a visible hazard, a hidden materialized hazard or hidden unmaterialized hazard. Twenty-three young-inexperienced drivers and 35 experienced drivers participated in training session followed by a learning transference testing session and 24 additional young-inexperienced drivers participated only in the transference testing session with no training, during which participants were shown novel hazards video clips. Participants responded by pressing a button when they identified a hazard. Eye movement was also tracked using fixations patterns as a proxy to evaluate HP performance. During training, young-inexperienced drivers gradually increased their focus on visible materialized hazards but exhibited no learning curve with respect to hidden hazards. During the learning transference session, both trained groups focused on hazards earlier compared to untrained drivers. These results imply that repetitive training may facilitate HP acquisition among young-inexperienced drivers. Patterns concerning experienced drivers are also discussed.

A comparison of hazard perception and hazard prediction tests across China, Spain and the UK

Hazard perception (HP) is the ability to spot on-road hazards in time to avoid a collision. This skill is traditionally measured by recording response times to hazards in video clips of driving, with safer, experienced drivers often out-performing inexperienced drivers. This study assessed whether HP test performance is culturally specific by comparing Chinese, Spanish and UK drivers who watched clips filmed in all three countries. Two test-variants were created: a traditional HP test (requiring timed hazard responses), and a hazard prediction test, where the film is occluded at hazard-onset and participants predict what happens next. More than 300 participants, across the 3 countries, were divided into experienced and inexperienced-driver groups. The traditional HP test did not discriminate between experienced and inexperienced drivers, though participant nationality influenced the results with UK drivers reporting more hazards than Chinese drivers. The hazard prediction test, however, found experienced drivers to out-perform inexperienced drivers. No differences were found for nationality, with all nationalities being equally skilled at predicting hazards. The results suggest that drivers' criterion level for responding to hazards is culturally sensitive, though their ability to predict hazards is not. We argue that the more robust, culturally-agnostic, hazard prediction test appears better suited for global export.

Study of driving skill level discrimination based on human physiological signal characteristics

The primary purpose of the study is to distinguish the differences in driving skill between novice and experienced drivers from the viewpoint of human cognitive behavior. Firstly, EEG (electroencephalogram) signals were collected using EEG acquisition equipment called Neuroscan. The δ sub-band and EOG (electrooculogram) signals were extracted from the EEG. Furthermore, the eye movement rate and the sample entropy (SampEn) values of δ sub-bands were calculated. Finally, the heart rate variability (HRV) characteristics, calculated using the SampEn algorithm, were used to analyze driving skill. The final result showed that human physiological signals (EEG, EOG and ECG (electrocardiogram)) could effectively distinguish different driving skills.

Prediction and perception of hazards in professional drivers: Does hazard perception skill differ between safe and less-safe fire-appliance drivers?

Can hazard perception testing be useful for the emergency services? Previous research has found emergency response drivers' (ERDs) to perform better than controls, however these studies used clips of normal driving. In contrast, the current study filmed footage from a fire-appliance on blue-light training runs through Nottinghamshire, and endeavoured to discriminate between different groups of EDRs based on experience and collision risk. Thirty clips were selected to create two variants of the hazard perception test: a traditional push-button test requiring speeded-responses to hazards, and a prediction test that occludes at hazard onset and provides four possible outcomes for participants to choose between. Three groups of fire-appliance drivers (novices, low-risk experienced and high-risk experienced), and age-matched controls undertook both tests. The hazard perception test only discriminated between controls and all FA drivers, whereas the hazard prediction test was more sensitive, discriminating between high and low-risk experienced fire appliance drivers. Eye movement analyses suggest that the low-risk drivers were better at prioritising the hazardous precursors, leading to better predictive accuracy. These results pave the way for future assessment and training tools to supplement emergency response driver training, while supporting the growing literature that identifies hazard prediction as a more robust measure of driver safety than traditional hazard perception tests.

How to warn drivers in various safety-critical situations - Different strategies, different reactions

Technological advances allow supporting drivers in a multitude of occasions, ranging from comfort enhancement to collision avoidance, for example through driver warnings, which are especially crucial for traffic safety. This psychological driving simulator experiment investigated how to warn drivers visually in order to prevent accidents in various safety-critical situations. Collision frequencies, driving behavior and subjective evaluations of situation criticality, warning understandability and helpfulness of sixty drivers were measured in two trials of eight scenarios each (within-subjects factors). The warning type in the head-up display (HUD) varied (between-subjects) in its strategy (attention-/reaction-oriented) and specificity (generic/specific) over four warning groups and a control group without a warning. The results show that the scenarios differed in their situation criticality and drivers adapted their reactions accordingly, which underlines the importance of testing driver assistance systems in diverse scenarios. Besides some learning effects over the trials, all warned drivers showed faster and stronger brake reactions. Some warning concepts were understood better than others, but all were accepted. Generic warnings were effective, yet the warning strategy should adapt to situation requirements and/or driver behavior. A stop symbol as reaction generic warning is recommendable for diverse kinds of use cases, leading to fast and strong reactions. However, for rather moderate driver reactions an attention generic approach with a caution symbol might be more suitable. Further research should investigate multi-stage warnings with adaptive strategies for application to various situations including other modalities and false alarms.

The efficacy of a brief hazard perception interventional program for child bicyclists to improve perceptive standards

INTRODUCTION

Even though child bicyclists are highly vulnerable in traffic only few studies focused on providing child bicyclists with means to enhance their abilities to deal with the complexity of dynamic traffic situations. The current study therefore evaluated whether a brief hazard perception intervention might be effective to improve hazard perception skills in child bicyclists towards a level more comparable to adult bicyclists.

METHODS

Eighty children of the fourth grade (9.03 ± 0.43 years; 34 girls) and forty-six adults (34.67 ± 14.25 years age; 24 woman) first performed a Hazard Perception test for bicyclists. Response rate, reaction times, first fixation, duration of the first fixation, dwell time and total number of fixations on the events were measured. Next, the children took part in the HP intervention in which video clips of dangerous traffic situations were presented. The intervention comprised two classroom sessions of one hour (1/week). A post-test was performed one day after and the retention-test three weeks after the intervention.

RESULTS

Children responded to more covert hazards immediately after the intervention (p < 0.05), but did not improve their response rate for overt hazards. Reaction times for the covert hazards improved on the post-test (p < 0.001) compared to the pre-test but this effect was reduced on the retention test. There was no effect of the intervention for entry time of the first fixation but the duration of the first fixation increased for the covert hazards (p < 0.05). Children made fewer fixations on the event compared to adults (p < 0.001), except for the covert hazards on the retention-test. The training also increased the number of fixations for the overt hazards on the post-test (p < 0.001) and the retention-test (p < 0.001) but only increased on the retention test for the covert hazards (p < 0.001).

CONCLUSION

The results demonstrated that a brief intervention for training hazard perception skills in child bicyclists is able to improve children's situation awareness and hazard perception for potential dangerous situations. The training, however, was too short to improve children to higher adult levels.

Effectiveness of visual warnings on young drivers hazard anticipation and hazard mitigation abilities

Previous studies have demonstrated that young drivers fail both to scan for and mitigate latent hazards mostly due to their cluelessness. This study aims to investigate whether these skills could be improved by providing young drivers with alerts in advance of the upcoming threat using a driving simulator experiment. In particular, the warning was presented on the head-up displays (HUD) either 2 s, 3 s or 4 s in advance of a latent threat. The hazard anticipation, hazard mitigation and attention maintenance performance of forty-eight young drivers aged 18-25 was evaluated across eight unique scenarios either in the presence or in the absence of latent threat alerts displayed on a HUD. There were four groups overall: one control group (no alert) and three experimental groups (2 s alert, 3 s alert and 4 s alert). The analysis of the hazard anticipation data showed that all three experimental groups with HUD warnings (2 s, 3 s, 4 s) significantly increased the likelihood that drivers would glance towards latent pedestrian and vehicle hazards when compared to the control group. The hazard mitigation analysis showed that in situations involving a pedestrian threat, HUD alerts provided 3 or 4 s in advance of a potential threat led drivers to travel significantly slower than the control group or the 2 s group. No significant effect of a HUD alert on drivers' speed was found when the latent hazard was a vehicle. An analysis of eye behaviors showed that only 7 out of 597 glances at the HUD were longer than 2 s safety-threshold, indicating that the warnings do not seem to distract the driver.

Effective cues for accelerating young drivers' time to transfer control following a period of conditional automation

OBJECTIVE

During conditional automated driving, a transition from the automated driving suite to manual control requires the driver to take over control at a moment's notice. Thus, it is critical that a driver be made situationally aware as quickly as possible in those conditions where he or she may not be paying full attention. Recent research suggests that specific cues about upcoming hazards (e.g., "crosswalk ahead") can increase the drivers' situation awareness during these safety-critical take-over situations when compared with a general cue ("take over control"). The current study examines whether this increased situation awareness which occurs as a result of more specific cues translates into improved hazard mitigation performance within the same limited time window.

METHOD

Fifty-seven drivers were randomly assigned to one of five between-subjects conditions (one control condition and four experimental auditory cue conditions) that varied in the specificity of information provided about an upcoming hazard. The four experimental conditions included a period of conditional automated driving where the driver was engaged in a driving-irrelevant task and looked away from the forward roadway prior to a take-over request. Drivers in the fifth condition had no cue and drove manually throughout. The same six simulator scenarios were used in all five conditions to evaluate how well the driver mitigated a hazard. The average velocity, standard deviation of velocity, and average absolute acceleration were recorded along with the glance behaviors of drivers.

RESULTS

In general, during the 4s prior to a latent hazard (following the alerting cues in the automated driving conditions), the more likely a driver was to glance towards a latent hazard, the more likely the driver was to reduce his or her speed. Moreover, analyses focusing solely on hazard mitigation behavior revealed patterns that mirrored the glance behavior results. Specifically, drivers that were presented with cues that described the environments in which hazards were likely to occur were more likely to demonstrate vehicle behaviors that were consistent with speed reductions (lower velocity, higher speed variability, and higher absolute acceleration) than were drivers who were presented general cues or cues about the identity of the upcoming hazards.

CONCLUSION

Even in as little as 4s prior to a potential hazard, cues that inform the driver of the environment in which the hazard is likely to occur increase the likelihood that the driver mitigates the crash compared with drivers who are provided general information or threat identity information.

Hazard perception skills of young drivers with Attention Deficit Hyperactivity Disorder (ADHD) can be improved with computer based driver training: An exploratory randomised controlled trial

BACKGROUND

Young drivers with Attention Deficit Hyperactivity Disorder (ADHD) are at higher risk of road traffic injuries than their peers. Increased risk correlates with poor hazard perception skill. Few studies have investigated hazard perception training using computer technology with this group of drivers.

OBJECTIVES

*Determine the presence and magnitude of the between-group and within- subject change in hazard perception skills in young drivers with ADHD who receive Drive Smart training. *Determine whether training-facilitated change in hazard perception is maintained over time.

METHODS

This was a feasibility study, randomised control trial conducted in Australia. The design included a delayed treatment for the control group. Twenty-five drivers with a diagnosis of ADHD were randomised to the Immediate Intervention or Delayed Intervention group.The Immediate Intervention group received a training session using a computer application entitled Drive Smart. The Delayed Intervention group watched a documentary video initially (control condition), followed by the Drive Smart computer training session. The participant's hazard perception skill was measured using the Hazard Perception Test (HPT).

FINDINGS

After adjusting for baseline scores, there was a significant betweengroup difference in post-intervention HPT change scores in favour of the Immediate Intervention group. The magnitude of the effect was large. There was no significant within-group delayed intervention effect. A significant maintenance effect was found at 6-week follow-up for the Immediate Intervention group.

CONCLUSIONS

The hazard perception skills of participants improved following training with large effect size and some maintenance of gain. A multimodal approach to training is indicated to facilitate maintenance. A full-scale trial is feasible.

Hazard perception training in young bicyclists improves early detection of risk: A cluster-randomized controlled trial

INTRODUCTION

Since child bicyclists are more likely to get involved in a traffic crash, there is a stringent need to provide child bicyclists with tailored interventions in order to enhance their capabilities to deal with the complexity of traffic situations. The current study therefore aimed to test the effectiveness of a hazard anticipation training in young bicyclists by means of eye tracking technology.

METHODS

A cluster-randomized controlled design was used in which participating schools were randomly assigned to the intervention or the control group. At first, a baseline hazard anticipation test was carried out in the intervention group (78 children; 9.56±0.38years of age) and the control group (46 children; 9.58±0.41years of age). Child bicyclists who participated in the intervention followed the training that consisted of two classroom sessions. In each session children were presented with video clips from the perspective of a bicyclist encountering various (potentially) dangerous traffic situations. Following the intervention, a post-test directly after the training and a retention test three weeks later were completed. The control group received the intervention after the retention test.

RESULTS

Trained child bicyclists were found to detect more hazards and reacted quicker compared to the control group that did not receive the training. However, the training did not result in improvements in anticipatory visual search behaviour.

CONCLUSION

Trained child bicyclists seemed to have developed a better processing regarding potential dangerous situations but were not able to 'see' the hazard sooner. The potential of a brief hazard anticipation training is discussed.

Advanced Virtual Reality Based Training to Improve Young Drivers’ Latent Hazard Anticipation Ability

The crash rate for young novice drivers is at least eight times higher than that of their experienced counterparts. Literature shows that the young novice drivers are not careless drivers but they are clueless drivers’ - clueless because of their inability to predict the risk ahead of time that might materialize on the forward roadway. Other error-feedback training programs exist that emphasize the teaching of risk awareness and perception skills to young drivers. In the current study, a Virtual reality based risk awareness and perception training program (V-RAPT) was developed on the Oculus Rift and evaluated on a driving simulator. The training program provides 360 degrees’ views of 6 high risk driving scenarios towards training the young driver to anticipate and mitigate latent hazards. Twenty-four participants in three experiment groups were trained on one of 3 training programs- VRAPT, RAPT and Control, and were evaluated on a driving simulator. Eye movements were collected throughout the experiment. The simulator evaluation drives included six near-transfer scenarios used in the training and four far-transfer scenarios not used in the training but validated previously in other similar studies. The young drivers trained on the V-RAPT were found to anticipate a significantly greater proportion (86.25%) of the potential latent hazards as compared to the RAPT trained young drivers (62.36%) and control trained drivers (30.97%). The VR-based training program is shown to be effective in improving young drivers’ ability to anticipate latent threats.

Learning game for training child bicyclists' situation awareness

Encouraging more children to bicycle would produce both environmental and health benefits, but bicycling accidents are a major source of injuries and fatalities among children. One reason for this may be children's less developed hazard perception skills. We assume that children's situation awareness could be trained with a computer based learning game, which should also improve their hazard perception skills. In this paper, we present a prototype for such a game and pilot it with 8-9year old children. The game consisted of videos filmed from a bicyclist's perspective. Using a touchscreen, the player's task was to point out targets early enough to gain points. The targets were either overt (other visible road users on a potentially conflicting course) or covert (occlusions, i.e. locations where other road users could suddenly emerge). If a target was missed or identified too late, the video was paused and feedback was given. The game was tested with 49 children from the 2nd grade of primary school (aged 8-9). 31 young adults (aged 22-34) played the game for comparison. The effect of the game on situation awareness was assessed with situation awareness tests in a crossover design. Similar videos were used in the tests as in the game, but instead of pointing out the targets while watching, the video was suddenly masked and participants were asked to locate all targets which had been present just before the masking, choosing among several possible locations. Their performance was analyzed using Signal Detection Theory and answer latencies. The game decreased answer latency and marginally changed response bias in a less conservative direction for both children and adults, but it did not significantly increase sensitivity for targets. Adults performed better in the tests and in the game, and it was possible to satisfactorily predict group membership based on the scores. Children found it especially difficult to find covert targets. Overall, the described version of the learning game cannot be regarded as an effective tool for situation awareness/hazard perception training, but ways to improve the game are discussed.

Game-based situation awareness training for child and adult cyclists

Safe cycling requires situation awareness (SA), which is the basis for recognizing and anticipating hazards. Children have poorer SA than adults, which may put them at risk. This study investigates whether cyclists' SA can be trained with a video-based learning game. The effect of executive working memory on SA was also studied. Thirty-six children (9-10 years) and 22 adults (21-48 years) played the game. The game had 30 video clips filmed from a cyclist's perspective. Each clip was suddenly masked and two or three locations were presented. The player's task was to choose locations with a potential hazard and feedback was given for their answers. Working memory capacity (WMC) was tested with a counting span task. Children's and adults' performance improved while playing the game, which suggests that playing the game trains SA. Adults performed better than children, and they also glanced at hazards more while the video was playing. Children expectedly had a lower WMC than adults, but WMC did not predict performance within the groups. This indicates that SA does not depend on WMC when passively viewing videos.

Parental influence on driver licensure in adolescence: A randomized controlled trial

OBJECTIVE

Newly licensed adolescent drivers have skill deficits that increase risk for motor vehicle crashes. Development of programs targeted to prelicensed adolescents has been hindered by concerns about encouraging overconfidence and early licensure. The study had 2 primary objectives: (a) determine whether an Internet-based intervention designed to improve parent-supervised practice (TeenDrivingPlan [TDP]) influenced adolescents' time to licensure and parents' perceptions of adolescents' driving skill, expertise, and safety and (b) evaluate the association of these perceptions and practice diversity (number of different environments where practiced occurred) with time to licensure.

METHOD

A randomized controlled trial was used to compare TDP with a control condition. Participants (N = 295 parent-adolescent dyads) completed periodic surveys over 24 weeks and were subsequently followed for up to a year to determine adolescents' licensure status.

RESULTS

TDP did not influence time to licensure and did not affect parents' perceptions of skill, expertise, and safety. Practice diversity was associated with faster licensure. A more favorable perception of adolescents' skill in comparison to peers was associated with faster licensure.

CONCLUSIONS

Targeting parents' beliefs about adolescents' safety in relation to other road users may not be conducive to altering licensing trajectories, whereas sensitizing parents to their adolescents' emerging skills might be more effective in promoting safe entry into licensure. (PsycINFO Database Record

Hazard Perception in Driving

Hazard perception in driving refers to a driver’s ability to anticipate potentially dangerous situations on the road ahead and has been the subject of research for over 50 years. It is typically measured using computer-based hazard-perception tests and has been associated with both retrospective and prospective crash risk, as well as key crash-risk factors such as distraction, fatigue, alcohol consumption, speed choice, and age-related declines. It can also differentiate high- and lower-risk driver groups. The problem is that it is also a skill that appears to take decades of driving experience to acquire. This raises the question of whether it is possible and practical to accelerate this learning process via assessment and training in order to improve traffic safety. We have evidence that, in contrast to most driver education and assessment interventions, hazard-perception testing and training appear to have the capability to reduce crash risk. For example, the inclusion of a hazard-perception test in the UK driver licensing process has been estimated to reduce drivers’ non-low-speed public-road crash rates by 11.3% in the year following their test.

Changes in Drivers' Visual Performance during the Collision Avoidance Process as a Function of Different Field of Views at Intersections

The intersection field of view (IFOV) indicates an extent that the visual information can be observed by drivers. It has been found that further enhancing IFOV can significantly improve emergent collision avoidance performance at intersections, such as faster brake reaction time, smaller deceleration rate, and lower traffic crash involvement risk. However, it is not known how IFOV affects drivers’ eye movements, visual attention and the relationship between visual searching and traffic safety. In this study, a driving simulation experiment was conducted to uncover the changes in drivers’ visual performance during the collision avoidance process as a function of different field of views at an intersection by using an eye tracking system. The experimental results showed that drivers’ ability in identifying the potential hazard in terms of visual searching was significantly affected by different IFOV conditions. As the IFOVs increased, drivers had longer gaze duration (GD) and more number of gazes (NG) in the intersection surrounding areas and paid more visual attention to capture critical visual information on the emerging conflict vehicle, thus leading to a better collision avoidance performance and a lower crash risk. It was also found that female drivers had a better visual performance and a lower crash rate than male drivers. From the perspective of drivers’ visual performance, the results strengthened the evidence that further increasing intersection sight distance standards should be encouraged for enhancing traffic safety.

Late detection of hazards in traffic: A matter of response bias?

In this study, results from two different hazard perception tests are presented: the first one is a classic hazard-perception test in which participants must respond - while watching real traffic video scenes - by pressing the space bar in a keyboard when they think there is a collision risk between the camera car and the vehicle ahead. In the second task we use fragments of the same scenes but in this case they are adapted to a signal detection task - a 'yes'/'no' task. Here, participants - most of them, University students - must respond, when the fragment of the video scene ends, whether they think the collision risk had started yet or not. While in the first task we have a latency measure (the time necessary for the driver to respond to a hazard), in the second task we obtain two separate measures of sensitivity and criterion. Sensitivity is the driver's ability to discriminate in a proper way the presence vs. absence of the signal (hazard) while the criterion is the response bias a driver sets to consider that there is a hazard or not. His/her criterion could be more conservative - the participant demands many cues to respond that the signal is present, neutral or even liberal - the participant will respond that the signal is present with very few cues. The aim of the study is to find out if our latency measure is associated with a different sensitivity and/or criterion. The results of the present study show that drivers who had greater latencies and drivers who had very low latencies yield a very similar sensitivity mean value. Nevertheless, there was a significant difference between these two groups of drivers in criterion: those drivers who had greater latencies in the first task were also more conservative in the second task. That is, the latter responded less frequently that there was danger in the sequences. We interpret that greater latencies in our first hazard perception test could be due to a stricter or more conservative criterion, rather than a low sensitivity to perceptual information for collision risk. Drivers with a more conservative criterion need more evidences of danger, thus taking longer to respond.

Peer Passenger Norms and Pressure: Experimental Effects on Simulated Driving Among Teenage Males

OBJECTIVE

Serious crashes are more likely when teenage drivers have teenage passengers. One likely source of this increased risk is social influences on driving performance. This driving simulator study experimentally tested the effects of peer influence (i.e., risk-accepting compared to risk-averse peer norms reinforced by pressure) on the driving risk behavior (i.e., risky driving behavior and inattention to hazards) of male teenagers. It was hypothesized that peer presence would result in greater driving risk behavior (i.e., increased driving risk and reduced latent hazard anticipation), and that the effect would be greater when the peer was risk-accepting.

METHODS

Fifty-three 16- and 17-year-old male participants holding a provisional U.S., State of Michigan driver license were randomized to either a risk-accepting or risk-averse condition. Each participant operated a driving simulator while alone and separately with a confederate peer passenger. The simulator world included scenarios designed to elicit variation in driving risk behavior with a teen passenger present in the vehicle.

RESULTS

Significant interactions of passenger presence (passenger present vs. alone) by risk condition (risk-accepting vs. risk-averse) were observed for variables measuring: failure to stop at yellow light intersections (Incident Rate Ratio (IRR)=2.16; 95% Confidence Interval [95CI]=1.06, 4.43); higher probability of overtaking (IRR=10.17; 95CI=1.43, 73.35); shorter left turn latency (IRR=0.43; 95CI=0.31,0.60); and, failure to stop at an intersection with an occluded stop sign (IRR=7.90; 95CI=2.06,30.35). In all cases, greater risky driving by participants was more likely with a risk-accepting passenger versus a risk-averse passenger present and a risk-accepting passenger present versus driving alone.

CONCLUSIONS

Exposure of male teenagers to a risk-accepting confederate peer passenger who applied peer influence increased simulated risky driving behavior compared with exposure to a risk-averse confederate peer passenger or driving alone. These results are consistent with the contention that variability in teenage risky driving is in part explained by social influences.

Are anxiety and fear separable emotions in driving? A laboratory study of behavioural and physiological responses to different driving environments

Research into anxiety and driving has indicated that those higher in anxiety are potentially more dangerous on the roads. However, simulator findings suggest that conclusions are mixed at best. It is possible that anxiety is becoming confused with fear, which has a focus on more clearly defined sources of threat from the environment, as opposed to the internal, thought-related process associated with anxiety. This research aimed to measure feelings of fear, as well as physiological and attentional reactions to increasing levels of accident risk. Trait anxiety was also measured to see if it interacted with levels of risk or its associated reactions. Participants watched videos of driving scenarios with varying levels of accident risk and had to rate how much fear they would feel if they were the driver of the car, whilst skin conductance, heart rate, and eye movements were recorded. Analysis of the data suggested that perceptions of fear increased with increasing levels of accident risk, and skin conductance reflected this pattern. Eye movements, when considered alongside reaction times, indicated different patterns of performance according to different dangerous situations. These effects were independent of trait anxiety, which was only associated with higher rates of disliking driving and use of maladaptive coping mechanisms on questionnaires. It is concluded that these results could provide useful evidence in support for training-based programmes; it may also be beneficial to study trait anxiety within a more immersive driving environment and on a larger scale.

Evaluation of the effectiveness of a multi-skill program for training younger drivers on higher cognitive skills

Training programs exist that prove effective at teaching novice drivers to anticipate latent hazards (RAPT), mitigate hazards (ACT) and maintain attention (FOCAL). The current study (a) measures the effectiveness of a novel integrated training program (SAFE-T) that takes only a third as long to complete compared to the three individual training programs and (b) determines if integrating the training of all the three higher cognitive skills would yield results comparable to the existing programs. Three groups were evaluated: SAFE-T, RAPT and Placebo. The results show that the drivers in the SAFE-T-trained group were more likely to anticipate hazards, quicker and more effective at responding to hazards, and more likely to maintain glance durations under a critical threshold of 2 s as compared to drivers in the Placebo-trained group who received a control program that does not actively train on any of the three cognitive skills. Moreover, the results show that the drivers in the SAFE-T trained group were just as likely to anticipate hazards as the drivers in the RAPT trained group. Finally, when compared with prior studies, the drivers in the SAFE-T trained group showed similar effects of attention maintenance training.

A Review of Hazard Anticipation Training Programs for Young Drivers

PURPOSE

Poor hazard anticipation skills are a risk factor associated with high motor vehicle crash rates of young drivers. A number of programs have been developed to improve these skills. The purpose of this review was to assess the empirical literature on hazard anticipation training for young drivers.

METHODS

Studies were included if they (1) included an assessment of hazard anticipation training outcomes; (2) were published between January 1, 1980 and December 31, 2013 in an English language peer-reviewed journal or conference proceeding; and (3) included at least one group that uniquely comprised a cohort of participants aged <21 years. Nineteen studies met inclusion criteria.

RESULTS

Studies used a variety of training methods including interactive computer programs, videos, simulation, commentary driving, or a combination of approaches. Training effects were predominantly measured through computer-based testing and driving simulation with eye tracking. Four studies included an on-road evaluation. Most studies evaluated short-term outcomes (immediate or few days). In all studies, young drivers showed improvement in selected hazard anticipation outcomes but none investigated crash effects.

CONCLUSIONS

Although there is promise in existing programs, future research should include long-term follow-up, evaluate crash outcomes, and assess the optimal timing of hazard anticipation training taking into account the age and experience level of young drivers.

Evaluation of a Risk Awareness Perception Training Program on Novice Teen Driver Behavior at Left-Turn Intersections

Collisions at left turn intersections are among the most prevalent types of teen driver serious crashes, with inadequate surveillance as a key factor. Risk awareness perception training (RAPT) has shown effectiveness in improving hazard anticipation for latent hazards. The goal of this study was to determine if RAPT version 3 (RAPT-3) improved intersection turning behaviors among novice teen drivers when the hazards were not latent and frequent glancing to multiple locations at the intersection was needed. Teens aged 16-18 with ≤180 days of licensure were randomly assigned to: 1) an intervention group (n=18) that received RAPT-3 (Trained); or 2) a control group (n=19) that received no training (Untrained). Both groups completed RAPT-3 Baseline Assessment and the Trained group completed RAPT-3 Training and RAPT-3 Post Assessment. Training effects were evaluated on a driving simulator. Simulator (gap selection errors and collisions) and eye tracker (traffic check errors) metrics from six left-turn stop sign controlled intersections in the Simulated Driving Assessment (SDA) were analyzed. The Trained group scored significantly higher in RAPT-3 Post Assessment than RAPT-3 Baseline Assessment (p< 0.0001). There were no significant differences in either traffic check and gap selection errors or collisions among Trained and Untrained teens in the SDA. Though Trained teens learned about hazard anticipation related to latent hazards, learning did not translate to performance differences in left-turn stop sign controlled intersections where the hazards were not latent. Our findings point to further research to better understand the challenges teens have with left turn intersections.

Behavioral adaptation of young and older drivers to an intersection crossing advisory system

An advanced driver assistance system (ADAS) provided information about the right of way regulation and safety to cross an upcoming intersection. Effects were studied in a longer-term study involving 18 healthy older drivers between the ages of 65 and 82 years and 18 healthy young drivers between the ages of 20 and 25 years. Participants repeatedly drove 25 km city routes in eight sessions on separate days over a period of two months in a driving simulator. In each age group, participants were randomly assigned to the control (no ADAS) and treatment (ADAS) group. The control group completed the whole experiment without the ADAS. The treatment group drove two sessions without (sessions 1 and 7) and six times with ADAS. Results indicate effects of ADAS on driving safety for young and older drivers, as intersection time and percentage of stops decreased, speed and critical intersection crossings increased, the number of crashes was lower for treatment groups than for control groups. The implications of results are discussed in terms of behavioral adaptation and safety.

Parent comments and instruction during the first four months of supervised driving: an opportunity missed?

The present study examined the nature of the comments and instruction provided by parents during supervised driving. Unlike previous studies which rely on self-report, the data in this study were obtained through direct observation of parents and teens using in-vehicle cameras with audio recording. The cameras were installed in the vehicles of 50 families for the first four months of the learner license stage. The findings show a great deal of conversation takes place while teens are driving with a supervisor, and that much of this conversation concerns driving. Sixty-one percent (61%) of all recorded clips included driving-related conversation. The most common type of comment by parents was instruction about vehicle handling or operation, observed in 53% of those clips with conversation about driving. This was followed by pointing out something about the driving environment (such as when it was clear to enter traffic; 23%), negative comments about the teen's driving (22%), and helping the driver navigate (18%). Other potentially helpful types of instruction, including explanation or insights regarding higher order skills (e.g., hazard anticipation and detection), were noticeably less frequent. Moreover, higher order instruction remained low during the first four months of the learner stage, even as instruction about vehicle handling/operation decreased. These findings suggest parents are not taking full advantage of the opportunity provided by mandatory periods of supervised driving to help their children develop an understanding of important aspects of driving.

Adolescence, attention allocation, and driving safety

Motor vehicle crashes are the leading source of morbidity and mortality in adolescents in the United States and the developed world. Inadequate allocation of attention to the driving task and to driving hazards are important sources of adolescent crashes. We review major explanations for these attention failures with particular focus on the roles that brain immaturity and lack of driving experience play in causing attention problems. The review suggests that the potential for overcoming inexperience and immaturity with training to improve attention to both the driving task and hazards is substantial. Nevertheless, there are large individual differences in both attentional abilities and risky driving tendencies that pose challenges to novice driver policies. Research that can provide evidence-based direction for such policies is urgently needed.