Evaluation of a Novice Driver CD-Rom Based Training Program: A Simulator Study

The Monash University Accident Research Centre (MUARC) in Melbourne, Australia, recently completed research which culminated in the development of a CD ROM-based perceptual and cognitive skills training product for young novice car drivers. This paper describes the design of an experiment, using an advanced driving simulator located at MUARC, to evaluate the instructional effectiveness of the product.

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Minding the Gap: Effects of an Attention Maintenance Training Program on Driver Calibration

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/0018720820965293 ◽

2020 ◽

pp. 001872082096529

Author(s):

James Unverricht ◽

Yusuke Yamani ◽

Jing Chen ◽

William J. Horrey

Keyword(s):

Training Program ◽

Cognitive Skills ◽

Driving Simulator ◽

Training Programs ◽

Driving Safety ◽

Driver Training ◽

Actual Performance ◽

Young Drivers ◽

Maintenance Behaviors ◽

Target Skills

Objective The present study examines the effect of an existing driver training program, FOrward Concentration and Attention Learning (FOCAL) on young drivers’ calibration, drivers’ ability to estimate the length of their in-vehicle glances while driving, using two different measures, normalized difference scores and Brier Scores. Background Young drivers are poor at maintaining attention to the forward roadway while driving a vehicle. Additionally, drivers may overestimate their attention maintenance abilities. Driver training programs such as FOCAL may train target skills such as attention maintenance but also might serve as a promising way to reduce errors in drivers’ calibration of their self-perceived attention maintenance behaviors in comparison to their actual performance. Method Thirty-six participants completed either FOCAL or a Placebo training program, immediately followed by driving simulator evaluations of their attention maintenance performance. In the evaluation drive, participants navigated four driving simulator scenarios during which their eyes were tracked. In each scenario, participants performed a map task on a tablet simulating an in-vehicle infotainment system. Results FOCAL-trained drivers maintained their attention to the forward roadway more and reported better calibration using the normalized difference measure than Placebo-trained drivers. However, the Brier scores did not distinguish the two groups on their calibration. Conclusion The study implies that FOCAL has the potential to improve not only attention maintenance skills but also calibration of the skills for young drivers. Application Driver training programs may be designed to train not only targeted higher cognitive skills but also driver calibration—both critical for driving safety in young drivers.

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Evaluating the Efficacy of a Cognitive Skills Training Program for Spanish-Speaking Adults with Subjective Cognitive Complaints

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acz029.37 ◽

2019 ◽

Vol 34 (7) ◽

pp. 1270-1270

Author(s):

Y Patino ◽

P Sinclair ◽

J Osher ◽

K Torres

Keyword(s):

Training Program ◽

Cognitive Performance ◽

Cognitive Training ◽

Cultural Sensitivity ◽

Cognitive Skills ◽

Skills Training ◽

Spanish Version ◽

Cognitive Complaints ◽

Spanish Speaking ◽

Subjective Cognitive Complaints

Abstract Objective The purpose of this pilot study was to examine the efficacy of a five-week Spanish cognitive skills training program on 18 participants with subjective cognitive complaints. Participants and Method Eighteen Spanish-speaking participants completed a series of cognitive and emotional measures pre- and post-training, including objective measures of cognitive functioning (Montreal Cognitive Assessment, Spanish-version; MoCA), self-reported mood measures (Beck Depression Inventory, BDI; Beck Anxiety Inventory, BAI-Spanish version), and subjective cognitive complaints questionnaire (Subjective Cognitive Decline Questionnaire, Spanish version). Drawing from existing literature on effective interventions for subjective cognitive impairment (Reijnders et al., 2015), this research focused on delivering a five-week intervention program in Spanish, which included psychoeducation on cognition, cognitive strategy training, and applied practice of mindfulness techniques. Furthermore, this intervention incorporated Personalismo and indirect communication, which was applied by engaging with participants in a warm and culturally appropriate manner (Jiménez et al., 2014). Results Participants demonstrated significant improvement in overall MoCA scores. Improvements in subjective cognitive performance, as well as decreases in depression and anxiety (as indicated by the BDI and BAI, respectively) were noted. Results also showed that changes in mood, anxiety, and subjective cognitive performance were not predictive of improvements in MoCA performance, lending support to the hypothesis that skills learned in the program contributed to improved cognitive performance. Conclusions Overall, these results demonstrate that linguistically and culturally tailored psychoeducation regarding cognition, cognitive skills training, and mindfulness, can positively impact subjective and objective cognitive performance, as well as psychological wellbeing among Spanish-speaking adults. References Jiménez, A.L., Alegría, M., Camino-Gaztambide, R.F., & Zayas I, L.V. (2014) Cultural sensitivity: What should we understand about Latinos? In R. Parekh (ed.) The Massachusetts General Hospital Textbook on Diversity and Cultural Sensitivity in Mental Health (pp.61-70). New York, NY: Springer. Rebok, G. W., Ball, K., Guey, L. T., Jones, R. N., Kim, H. Y., King, J. W., … ACTIVE Study Group (2014). Ten-year effects of the advanced cognitive training for independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. Journal of the American Geriatrics Society, 62(1), 16–24. doi:10.1111/jgs.12607.

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Effects of social-cognitive training on students' empathy 1The study is a part of the project “Evaluation of cognitive skills training in the county of Hordaland”. The training program was initiated and funded by the National Education Office of Hordaland County, which also initiated the evaluation. This latter stage has been funded by a grant from the Royal Ministry of Education, Research and Church Affairs in Norway.

Swiss Journal of Psychology ◽

10.1024//1421-0185.60.2.82 ◽

2001 ◽

Vol 60 (2) ◽

pp. 82-88 ◽

Cited By ~ 9

Author(s):

Terje Manger ◽

Ole-Johan Eikeland ◽

Arve Asbjørnsen

Keyword(s):

Training Program ◽

Cognitive Training ◽

Cognitive Skills ◽

Social Cognitive ◽

Skills Training ◽

Rating System ◽

Ministry Of Education ◽

Social Skills Rating System ◽

National Education ◽

School Based

The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-year-old students'empathy. Two instruments were used, an empathy subscale derived from Gresham and Elliot's Social Skills Rating System and Olweus' Empathic Responsiveness Questionnaire. Significant shifts in the direction of higher empathy were found for students in the training condition but not for students in the comparison condition. No interaction effects between condition (training or comparison) and students' sex were found.

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Does a Cognitive Skills Training Program for Prisoners Affect Neurocognitive Functioning and Heart Rate Activity?

Criminal Justice and Behavior ◽

10.1177/0093854816643732 ◽

2016 ◽

Vol 43 (11) ◽

pp. 1481-1504 ◽

Cited By ~ 1

Author(s):

Liza J. M. Cornet ◽

Peter H. van der Laan ◽

Henk L. I. Nijman ◽

Nikolaj Tollenaar ◽

Catharina H. de Kogel

Keyword(s):

Heart Rate ◽

Training Program ◽

Cognitive Skills ◽

Skills Training ◽

Neurocognitive Functioning

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The Effectiveness of a Cognitive Skills Training Program for Adult Offenders

Criminal Justice and Behavior ◽

10.1177/0093854817737338 ◽

2017 ◽

Vol 44 (12) ◽

pp. 1559-1579

Author(s):

Suzan Verweij ◽

Bouke S. J. Wartna ◽

Nikolaj Tollenaar ◽

Marinus G. C. J. Beerthuizen

Keyword(s):

Training Program ◽

Cognitive Skills ◽

Skills Training ◽

Control Group ◽

Inclusion Criteria ◽

Control Groups ◽

Quasi Experimental ◽

Group 2 ◽

The Impact ◽

Group 1

This article provides an evaluation of the effectiveness of the “CoVa” cognitive skills training program. A quasi-experimental design was used to compare the known reoffending behavior of 2,229 CoVa participants with that of two control groups of offenders: (1) one formed using the inclusion criteria of the program, and (2) one formed using propensity score matching (PSM). Outcome measures included the prevalence, frequency, and impact of new, adjudicated crimes, with the impact defined as the combined severity of the offenses. Results indicated that the participants in the CoVa group were reconvicted less frequently than those in Control Group 1. Moreover, the impact of their recidivism was lower than the impact of those of Control Group 2. However, the effect sizes were very small, and no significant differences were found regarding reconviction prevalence. Explanations for the absence of (large) effects are discussed.

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Brain behind bars. The relationship between neurobiological factors and cognitive skills training program for prisoners

Tijdschrift voor Criminologie ◽

10.5553/tvc/0165182x2018060001012 ◽

2018 ◽

Vol 60 (1) ◽

Author(s):

Josanne van Dongen

Keyword(s):

Training Program ◽

Cognitive Skills ◽

Skills Training ◽

The Relationship

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Validation of a driving simulator for research into human factors issues of automated vehicles

Journal of the Australasian College of Road Safety ◽

10.33492/jacrs-d-18-00279 ◽

2019 ◽

Vol 30 (2) ◽

pp. 37-44

Author(s):

Nebojsa Tomasevic ◽

Tim Horberry ◽

Brian Fildes

Keyword(s):

Statistical Analysis ◽

Human Factors ◽

Driving Simulator ◽

Research Centre ◽

Automated Vehicles ◽

Automated Driving ◽

Simulated Driving ◽

Automated Vehicle ◽

Perception Of Safety ◽

Accident Research

This study evaluated the behavioural validity of the Monash University Accident Research Centre automation driving simulator for research into the human factors issues associated with automated driving. The study involved both on-road and simulated driving. Twenty participants gave ratings of their willingness to resume control of an automated vehicle and perception of safety for a variety of situations along the drives. Each situation was individually categorised and ratings were processed. Statistical analysis of the ratings confirmed the behavioural validity of the simulator, in terms of the similarity of the on-road and simulator data.

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