The Influence of Visual-Manual Distractions on Anticipatory Driving

2020 ◽  
pp. 001872082093889 ◽  
Author(s):  
Dengbo He ◽  
Birsen Donmez
Keyword(s):  
Road Safety ◽  
Secondary Task ◽  
Response Times ◽  
Negative Effects ◽  
Novice Drivers ◽  
Driving Experience ◽  
Vehicle Systems ◽  
Future Events ◽  
Recognition And Response

Objective The aim of this study is to investigate how anticipatory driving is influenced by distraction. Background The anticipation of future events in traffic can allow potential gains in recognition and response times. Anticipatory actions (i.e., control actions in preparation for potential traffic changes) have been found to be more prevalent among experienced drivers in simulator studies when driving was the sole task. Despite the prevalence of visual-manual distractions and their negative effects on road safety, their influence on anticipatory driving has not yet been investigated beyond hazard anticipation. Methods A simulator experiment was conducted with 16 experienced and 16 novice drivers. Half of the participants were provided with a self-paced visual-manual secondary task presented on a dashboard display. Results More anticipatory actions were observed among experienced drivers; experienced drivers also exhibited more efficient visual scanning behaviors as indicated by higher glance rates toward and percent times looking at cues that facilitate the anticipation of upcoming events. Regardless of experience, those with the secondary task displayed reduced anticipatory actions and paid less attention toward anticipatory cues. However, experienced drivers had lower odds of exhibiting long glances toward the secondary task compared to novices. Further, the inclusion of glance duration on anticipatory cues increased the accuracy of a model predicting anticipatory actions based on on-road glance durations. Conclusion The results provide additional evidence to existing literature supporting the role of driving experience and distraction engagement in anticipatory driving. Application These findings can guide the design of in-vehicle systems and guide training programs to support anticipatory driving.

The Effects of Distraction on Anticipatory Driving

2018 ◽  
Vol 62 (1) ◽  
pp. 1960-1964 ◽  
Author(s):  
Dengbo He ◽  
Birsen Donmez
Keyword(s):  
Secondary Task ◽  
Driving Simulator ◽  
Response Times ◽  
Task Engagement ◽  
Negative Effects ◽  
Novice Drivers ◽  
Secondary Tasks ◽  
Future Events ◽  
Simulator Study ◽  
Recognition And Response

The anticipation of future events in traffic can allow potential gains in recognition and response times. Anticipatory actions (i.e., actions in preparation for a potential upcoming conflict) have been found to be more prevalent among experienced drivers in a driving simulator study where driving was the sole task. The influence of secondary tasks on anticipatory driving has not yet been investigated, despite the prevalence and negative effects of distraction widely documented in the literature. A driving simulator experiment was conducted with 16 experienced and 16 novice drivers to address this gap with half of the participants provided with a self-paced visual-manual secondary task. More anticipatory actions were observed among experienced drivers in general compared to novices; experienced drivers also exhibited more efficient visual scanning behaviors. Secondary task engagement reduced anticipatory actions for both experienced and novice drivers.

DINAMICS OF THE COGNITIVE COMPONENT OF THE SAFE DRIVING ATTITUDE OF NOVICE DRIVERS

2020 ◽  
pp. 51-56
Author(s):  
Т.В. Кочетова ◽  
А.В. Погодина ◽  
М.А. Харченко
Keyword(s):  
Risk Factors ◽  
Road Safety ◽  
Drunk Driving ◽  
First Year ◽  
Novice Drivers ◽  
Safe Driving ◽  
Driving Experience ◽  
The Road ◽  
Cognitive Component ◽  
The Social

В настоящей статье представлены результаты экспериментального исследования динамики когнитивного компо- нента социальной установки начинающих водителей. Приведены данные анализа психометрических показателей, характеризую- щих уровень осведомленности о факторах риска дорожно-транспортной среды, – вождение в нетрезвом состоянии и скоростное вождение. Показано, как дополнительные знания об этих факторах риска приводят к изменению установки на безопасное вождение и в дальнейшем могут обусловливать количество реальных нарушений правил дорожного движения в течение первого года стажа водительскойдеятельности. This article presents the results of an experimental research of the dynamics of the cognitive component of the social attitudes of novice drivers. The data of the analysis presents the psychometric indicators that characterized of knowledge about the risk factors of the road safety – drunk driving and speeding driving. This research shows how additional knowledge about these risk factors leads to a change in the social attitude towards safe driving and can determine the number of the violations of the traffic rules during the first year of driving experience.

Influence of Driving Experience on Distraction Engagement in Automated Vehicles

2019 ◽  
Vol 2673 (9) ◽  
pp. 142-151 ◽  
Author(s):  
Dengbo He ◽  
Birsen Donmez
Keyword(s):  
Secondary Task ◽  
Driving Simulator ◽  
Phase 1 ◽  
Task Engagement ◽  
Automated Vehicles ◽  
Automated Driving ◽  
Novice Drivers ◽  
Driving Experience ◽  
Driving Skill ◽  
The Difference

State-of-the-art vehicle automation requires drivers to visually monitor the driving environment and the automation (through interfaces and vehicle’s actions) and intervene when necessary. However, as evidenced by recent automated vehicle crashes and laboratory studies, drivers are not always able to step in when the automation fails. Research points to the increase in distraction or secondary-task engagement in the presence of automation as a potential reason. However, previous research on secondary-task engagement in automated vehicles mainly focused on experienced drivers. This issue may be amplified for novice drivers with less driving skill. In this paper, we compared secondary-task engagement behaviors of novice and experienced drivers both in manual (non-automated) and automated driving settings in a driving simulator. A self-paced visual-manual secondary task presented on an in-vehicle display was utilized. Phase 1 of the study included 32 drivers (16 novice) who drove the simulator manually. In Phase 2, another set of 32 drivers (16 novice) drove with SAE-level-2 automation. In manual driving, there were no differences between novice and experienced drivers’ rate of manual interactions with the secondary task (i.e., taps on the display). However, with automation, novice drivers had a higher manual interaction rate with the task than experienced drivers. Further, experienced drivers had shorter average glance durations toward the task than novice drivers in general, but the difference was larger with automation compared with manual driving. It appears that with automation, experienced drivers are more conservative in their secondary-task engagement behaviors compared with novice drivers.

scholarly journals The improvement of organizational and legal mechanisms of admission of novice drivers to traffic on roads

2020 ◽  
pp. 20-27
Author(s):  
Dmitrii Novgorodov ◽  
Aleksandr Tarasov
Keyword(s):  
Russian Federation ◽  
Social Relations ◽  
Road Safety ◽  
Traffic Accidents ◽  
Statistical Data ◽  
Research Subject ◽  
Road Accidents ◽  
Novice Drivers ◽  
Driving Experience ◽  
The Russian Federation

The research object is social relations connected with the admission of novice drivers to traffic on roads and the issue of driver’s licences. The research subject is the set of normative acts of the Russian Federation regulating the admission of drivers to traffic on roads, and the statistical data of the State Road Safety Unit on road accidents with novice drivers whose driving experience is up to 2 years. The authors analyse road accidents with novice drivers, identify the main reasons of accidents and offer the solutions to these problems. The scientific novelty of the research consists in the fact that the analysis of traffic accidents helped to outline the problems that should be solved within the shortest possible time in order to reduce the number of road accidents caused by novice drivers. In this context, the authors suggest introducing changes into the legislation of the Russian Federation which would allow for the declaration of driver’s licences issued in other states invalid, as well as the exchange of non-Russian driver’s licences for Russian ones only after adequate training and passing the exams. Besides, the authors suggest introducing the possibility for juveniles who passed the exams to drive a vehicle before they arrive the age of 18 with particular restrictions and accompanied by an experienced driver.   

scholarly journals Anticipatory Driving in Automated Vehicles: The Effects of Driving Experience and Distraction

2021 ◽  
pp. 001872082110261
Author(s):  
Dengbo He ◽  
Chelsea A. DeGuzman ◽  
Birsen Donmez
Keyword(s):  
Secondary Task ◽  
Cruise Control ◽  
Automated Vehicles ◽  
Novice Drivers ◽  
Driving Experience ◽  
Driving Behaviors ◽  
Research Gap ◽  
Task Conditions ◽  
Lane Keeping ◽  
Level 2

Objective To understand the influence of driving experience and distraction on drivers’ anticipation of upcoming traffic events in automated vehicles. Background In nonautomated vehicles, experienced drivers spend more time looking at cues that indicate upcoming traffic events compared with novices, and distracted drivers spend less time looking at these cues compared with nondistracted drivers. Further, pre-event actions (i.e., proactive control actions prior to traffic events) are more prevalent among experienced drivers and nondistracted drivers. However, there is a research gap on the combined effects of experience and distraction on driver anticipation in automated vehicles. Methods A simulator experiment was conducted with 16 experienced and 16 novice drivers in a vehicle equipped with adaptive cruise control and lane-keeping assist systems (resulting in SAE Level 2 driving automation). Half of the participants in each experience group were provided with a self-paced primarily visual-manual secondary task. Results Drivers with the task spent less time looking at cues and were less likely to perform anticipatory driving behaviors (i.e., pre-event actions or preparation for pre-event actions such as hovering fingers over the automation disengage button). Experienced drivers exhibited more anticipatory driving behaviors, but their attention toward the cues was similar to novices for both task conditions. Conclusion In line with nonautomated vehicle research, in automated vehicles, secondary task engagement impedes anticipation while driving experience facilitates anticipation. Application Though Level 2 automation can relieve drivers of manually controlling the vehicle and allow engagement in distractions, visual-manual distraction engagement can impede anticipatory driving and should be restricted.

Working Memory Capacity and a Notorious Brain Teaser

2006 ◽  
Vol 53 (2) ◽  
pp. 123-131 ◽  
Author(s):  
Wim De Neys ◽  
Niki Verschueren
Keyword(s):  
Working Memory ◽  
Secondary Task ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Task Load ◽  
Normative Reasoning ◽  
Monty Hall Dilemma ◽  
Monty Hall ◽  
Memory Resources

Abstract. The Monty Hall Dilemma (MHD) is an intriguing example of the discrepancy between people’s intuitions and normative reasoning. This study examines whether the notorious difficulty of the MHD is associated with limitations in working memory resources. Experiment 1 and 2 examined the link between MHD reasoning and working memory capacity. Experiment 3 tested the role of working memory experimentally by burdening the executive resources with a secondary task. Results showed that participants who solved the MHD correctly had a significantly higher working memory capacity than erroneous responders. Correct responding also decreased under secondary task load. Findings indicate that working memory capacity plays a key role in overcoming salient intuitions and selecting the correct switching response during MHD reasoning.

Can trust become a factor of economic growth? Dynamic changes in the level of trust of Russian youth

2020 ◽  
pp. 92-107 ◽  
Author(s):  
A. I. Bakhtigaraeva ◽  
A. A. Stavinskaya
Keyword(s):  
Institutional Environment ◽  
Negative Effects ◽  
Dynamic Changes ◽  
Generalized Trust ◽  
Level Of Education ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Analysis Of Dynamics

The article considers the role of trust in the economy, the mechanisms of its accumulation and the possibility of using it as one of the growth factors in the future. The advantages and disadvantages of measuring the level of generalized trust using two alternative questions — about trusting people in general and trusting strangers — are analyzed. The results of the analysis of dynamics of the level of generalized trust among Russian youth, obtained within the study of the Institute for National Projects in 10 regions of Russia, are presented. It is shown that there are no significant changes in trust in people in general during the study at university. At the same time, the level of trust in strangers falls, which can negatively affect the level of trust in the country as a whole, and as a result have negative effects on the development of the economy in the future. Possible causes of the observed trends and the role of universities are discussed. Also the question about the connection between the level of education and generalized trust in countries with different quality of the institutional environment is raised.

الإمام المصلح عبد الحميد بن باديس: حياته وجهوده التربوية Reformer Imam Abdal-hamid ibn Badis: His Life and Educational Reforms

2015 ◽  
Vol 12 (1) ◽  
pp. 105-152
Author(s):  
باي زكوب عبد العالي ◽  
سوهيرين محمد صوليحين
Keyword(s):  
Twentieth Century ◽  
Educational Reforms ◽  
Daily Routine ◽  
Journalism Education ◽  
Negative Effects ◽  
Educational Approach ◽  
Political Economic ◽  
Difficult Times

الملخّصيعدّ عبد الحميد بن باديس أحد العلماء الجزائريين المبرزين بالإصلاح الاجتماعي والدّيني والسّياسي والتربوي، عاش خمسين سنة في القرن العشرين الميلادي، حيث كانت ولادته سنة 1889م، وكانت وفاته سنة 1940م، ولقد فرض الواقع الجزائري إبّان فترة الاحتلال الفرنسي الذي كان يسعى إلى طمس ثوابت الأمّة الجزائرية، وخرق تاريخها، وهُويّتها، وثقافتها، ووحدتها الدينيّة، واللّغوية على ابن باديس أن يسلك نهج التربية والتعليم، قاصداً بذلك مواجهة الاحتلال الفرنسي الغاشم من خلال عدّة جبهات ومجالات كمثل مجال الصحافة، ومجال التربية والتعليم، ومجال الجمعيات، ومجال السياسة وغير ذلك، يهدف هذا البحث إلى إبراز دور عبد الحميد بن باديس في النّهوض بالأمّة الجزائريّة نحو تربيّة أفضل، وحياة أسعد، فيبدأ أوّلاً وبشكل موجز، بالتعرّف على الفترة الصعبة التي عايشها ابن باديس والمتمثلة في فترة الاحتلال الفرنسي الغاشم، وآثاره السلبية على الصعيد السياسي والاقتصادي والاجتماعي والثقافي والديني الجزائري وقتذاك، ثم يقوم ثانياً بتسليط الضّوء على حياة ابن باديس وتكوينه العلمي ورحلاته الداخلية وأسفاره الخارجية؛ ثم يسعى ثالثاً وبتعمّق، التعرّف على أعمال ابن باديس الاجتماعيّة وجهوده التربويّة التي أخذت حظّاً وافراً من حياته اليومية، والتي تركّزت على منبرين رئيسين، هما: منبر الصّحافة، ومنبر التربيّة والتعليم.الكلمات المفتاحيّة: الإمام عبد الحميد بن باديس، الاحتلال الفرنسي، التربية، الجزائر، الإصلاح.             AbstractImÉm ‘Abd al-×amÊd ibn BÉdÊs is an Algerian scientist, and eminent social, religious, political and educational reformer. He lived fifty years in the twentieth century. He was born in 1889 and died in 1940, and lived during the French occupation that attempted to distort and undermine the foundations of the Algerian nation by destroying its history, identity, culture, and religious and linguistic unity. Ibn BÉdÊs pursued an educational approach to face the brutal French occupation on several fronts, including journalism, education, civil associations, politics, etc. This paper highlights the role of ‘Abd al-×amÊd ibn BÉdÊs in the advancement of the Algerian nation toward better education and a happier life. The paper begins with a brief canvas of the difficult times in which Ibn BÉdÊs lived, and the negative effects of the brutal French occupation from political, economic, social, cultural and religious angles, besides highlighting the life of Ibn BÉdÊs, his education and his local and international travels. The focus of this research is an in-depth examination of Ibn BÉdÊs’ social and educational efforts that consumed much of his daily routine: journalism, and education.Keywords: ImÉm ‘Abd al-×amÊd ibn BÉdÊs, the French Occupation, Education, Algeria, Reform.

scholarly journals Robots as intelligent assistants to face COVID-19 pandemic

2020 ◽  
Author(s):  
Valeria Seidita ◽  
Francesco Lanza ◽  
Arianna Pipitone ◽  
Antonio Chella
Keyword(s):  
Technological Progress ◽  
World Economy ◽  
The State ◽  
Research Groups ◽  
Negative Effects ◽  
The World ◽  
Intelligent Assistants

Abstract Motivation The epidemic at the beginning of this year, due to a new virus in the coronavirus family, is causing many deaths and is bringing the world economy to its knees. Moreover, situations of this kind are historically cyclical. The symptoms and treatment of infected patients are, for better or worse even for new viruses, always the same: more or less severe flu symptoms, isolation and full hygiene. By now man has learned how to manage epidemic situations, but deaths and negative effects continue to occur. What about technology? What effect has the actual technological progress we have achieved? In this review, we wonder about the role of robotics in the fight against COVID. It presents the analysis of scientific articles, industrial initiatives and project calls for applications from March to now highlighting how much robotics was ready to face this situation, what is expected from robots and what remains to do. Results The analysis was made by focusing on what research groups offer as a means of support for therapies and prevention actions. We then reported some remarks on what we think is the state of maturity of robotics in dealing with situations like COVID-19.

Characteristics of educators’ talk about decontextualised events

2020 ◽  
Vol 45 (4) ◽  
pp. 362-376
Author(s):  
Rebecca Andrews ◽  
Penny Van Bergen
Keyword(s):  
Communication Skills ◽  
Future Event ◽  
Time Points ◽  
Long Day ◽  
Future Events ◽  
Day Care Centres ◽  
Highly Correlated ◽  
Children’S Thinking ◽  
Sydney Australia

This study investigated the characteristics of educators’ talk about decontextualised events with young children in seven early childhood long day care centres in Sydney, Australia. Educators were partnered with up to six children aged between 27 and 60 months. Across two time points, 85 educator–child dyads discussed past and future events. Educators’ use of questions, contextual statements, evaluations and prompts and children’s use of questions, open-ended responses, yes-no responses and spontaneous information statements were examined. Educators’ evaluative statements were highly correlated and educators’ questions were moderately correlated with children’s open-ended responses in past event conversations. Educators’ evaluative statements were highly correlated with children’s open-ended responses in future event conversations and were the only significant predictor for children’s talk. Given the important role of educators in scaffolding children’s thinking and communication skills, the recommended strategies for educators’ talk in decontextualised conversations include: sharing the conversational load, making frequent contextual statements and following the child’s lead/interests.

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