scholarly journals EEG Alpha Spindles as Indicators for Prolonged Brake Reaction Time During Auditory Secondary Tasks in a Real Road Driving Study

2011 ◽  
Author(s):  
Michael Schrauf ◽  
Andreas Sonnleitner ◽  
Michael Simon ◽  
Wilhelm E. Kincses
Keyword(s):  
Reaction Time ◽  
Secondary Tasks ◽  
Eeg Alpha

Measurement of Workload by Secondary Tasks

1979 ◽  
Vol 21 (5) ◽  
pp. 529-548 ◽  
Author(s):  
George D. Ogden ◽  
Jerrold M. Levine ◽  
Ellen J. Eisner
Keyword(s):  
Reaction Time ◽  
Literature Review ◽  
Choice Reaction Time ◽  
Future Research ◽  
Secondary Tasks ◽  
Memory Monitoring ◽  
Operator Workload

The post-1965 literature on the use of secondary tasks in the assessment of operator workload was surveyed. Twelve classes of tasks were identified; the most frequently used were choice reaction time, memory, monitoring, and tracking. The literature review did not suggest a single best task or class of tasks for the measurement of workload. Limitations in using secondary tasks are discussed, and directions for future research are presented.

Effects of Interface Workload of In-Vehicle Information Systems on Driving Safety

2005 ◽  
Vol 1937 (1) ◽  
pp. 73-78 ◽  
Author(s):  
Wan-Hui Chen ◽  
Chih-Yung Lin ◽  
Ji-Liang Doong
Keyword(s):  
Information Systems ◽  
Reaction Time ◽  
Repeated Measures ◽  
Urban Areas ◽  
Driver Distraction ◽  
Auditory Task ◽  
Driving Safety ◽  
Secondary Tasks ◽  
Different Types ◽  
Vehicle Information

Driver distraction and lack of awareness of the driving situation are major causes of accidents in the urban areas in Taiwan; failing to obey traffic signals is the third leading accident cause. Numerous innovative in-vehicle information systems (IVIS) could be used collectively to provide drivers with a variety of information, such as messages from intersection collision warning systems (ICWS) by way of different in-vehicle interfaces. How the different IVIS interfaces influence driver workload and safety is always an important issue. This study investigates the effects of auditory ICWS messages on driver performance while the driver's visual, hearing, or mental processing attention resources (or all three) are engaged by secondary tasks. This type of engagement or distraction commonly occurs when a driver uses IVIS. The secondary tasks used to distract drivers were created by different types of mathematical questions presented with different types of display devices (e.g., voice from a speaker or numbers shown on a liquid crystal display screen or head-up display). Mixed linear models were employed to examine the factors influencing driver perception–reaction time with the consideration of repeated measures. Several factors, including several main factors and an interaction, were found to be significant. The most important finding was that the interaction between provision of ICWS information and the display format indicated that an auditory warning message could increase driver perception–reaction time while a driver was distracted by an auditory task. In addition, it was found that driver distraction due to different mental processing tasks had a significant impact on driver perception–reaction time.

Eeg alpha slowing, refractory period, and reaction time in aging

1979 ◽  
Vol 5 (4) ◽  
pp. 279-292 ◽  
Author(s):  
Diana S. Woodruff ◽  
Deirdre A. Kramer
Keyword(s):  
Reaction Time ◽  
Refractory Period ◽  
Eeg Alpha

Color Block Task

2016 ◽  
Vol 60 (1) ◽  
pp. 1889-1893
Author(s):  
Ying Wang ◽  
Xiang Guo ◽  
Yueyan Zhu ◽  
Jianqiao Zhang
Keyword(s):  
Reaction Time ◽  
Traffic Safety ◽  
Secondary Task ◽  
Driving Simulator ◽  
Secondary Tasks ◽  
Allocation Pattern ◽  
Visual Distraction ◽  
Vehicle Information ◽  
Response Task ◽  
The Impact

With the increasing use of in-vehicle information system (IVIS), driver distraction, especially visual distraction, has increased dramatically. Evaluating the impact of IVIS on traffic safety is important. Previous studies have used various standard secondary-task methods in place of real IVIS interactions to obtain quantitative and scalable results. However, traditional visual secondary tasks, such as the Surrogate Reference Task (SuRT) and the Arrow Task, are insufficient to simulate incrementally increased workload with fine details or contrast difference. This study designed a new form of visual secondary task (Color Block Task, CoBT) that could provide appropriate difficulty, incremental complexity, and contrast option for visual distraction assessment. The validity of this method was tested in a driving simulator by analyzing the reaction time and accuracy of the CoBTs, the reaction time and accuracy of a Tactile Detection Response Task (TDRT), and drivers’ vehicle control performance. Results showed that CoBT is a valid tool to mock drivers’ in-vehicle visual demand. CoBT and TDRT performance can effectively distinguish the difficulty levels of CoBT and explain drivers’ attention allocation pattern to some extent.

scholarly journals Task matters: an investigation on the effect of different secondary tasks on dual-task gait in older adults

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hui-Ting Goh ◽  
Miranda Pearce ◽  
Asha Vas
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Reaction Time ◽  
Dual Task ◽  
Gait Speed ◽  
Cognitive Task ◽  
Cognitive Tasks ◽  
Difficulty Level ◽  
Secondary Tasks ◽  
Task Conditions

Abstract Background Dual-task gait performance declines as humans age, leading to increased fall risk among older adults. It is unclear whether different secondary cognitive tasks mediate age-related decline in dual-task gait. This study aimed to examine how type and difficulty level of the secondary cognitive tasks differentially affect dual-task gait in older adults. Methods Twenty young and twenty older adults participated in this single-session study. We employed four different types of secondary tasks and each consisted of two difficulty levels, yielding eight different dual-task conditions. The dual-task conditions included walking and 1) counting backward by 3 s or by 7 s; 2) remembering a 5-item or 7-item lists; 3) responding to a simple or choice reaction time tasks; 4) generating words from single or alternated categories. Gait speed and cognitive task performance under single- and dual-task conditions were used to compute dual-task cost (DTC, %) with a greater DTC indicating a worse performance. Results A significant three-way interaction was found for the gait speed DTC (p = .04). Increased difficulty in the reaction time task significantly increased gait speed DTC for older adults (p = .01) but not for young adults (p = .90). In contrast, increased difficulty level in the counting backward task significantly increased gait speed DTC for young adults (p = .03) but not for older adults (p = .85). Both groups responded similarly to the increased task difficulty in the other two tasks. Conclusions Older adults demonstrated a different response to dual-task challenges than young adults. Aging might have different impacts on various cognitive domains and result in distinctive dual-task gait interference patterns.

Effects of Audio Learning on Semi-Autonomous Driving Safety

2020 ◽  
Vol 64 (1) ◽  
pp. 1181-1185
Author(s):  
Hung-Tao M. Chen ◽  
Megan Thomas
Keyword(s):  
Reaction Time ◽  
Autonomous Driving ◽  
Learning Performance ◽  
Driving Safety ◽  
Cognitive Resources ◽  
Driver Safety ◽  
Discussion Section ◽  
Secondary Tasks ◽  
Driving Situation ◽  
Warning Message

Semi-autonomous driving has been found to require less cognitive resources from drivers. It is not immediately clear if engaging in secondary tasks such as audio learning is safe in a semi-autonomous driving situation, especially considering the finding that semi-autonomous drivers tend to be less engaged. The current study investigated the effects of audio learning during a simulated semi-autonomous driving situation. Our results indicated that audio learning could delay warning message reaction time, and drivers had worse audio learning performance in a simulated semi-autonomous driving situation. Implications of current findings on driver safety, audio learning, and forensic practices are described in the discussion section.

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