Hazard perception training for experienced drivers

Kirsty Taylor (2011). Hazard perception training for experienced drivers Honours Thesis, School of Psychology, The University of Queensland.

       
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Author Kirsty Taylor
Thesis Title Hazard perception training for experienced drivers
School, Centre or Institute School of Psychology
Institution The University of Queensland
Publication date 2011-10-12
Thesis type Honours Thesis
Supervisor Associate Professor Mark Horswill
Total pages 106
Language eng
Subjects 1701 Psychology
Abstract/Summary There is evidence to suggest that the hazard perception skill of even experienced drivers is far from optimal. One possible explanation for this finding is that drivers do not typically make any active attempt to improve this skill. This study examines whether this issue could be addressed via training. Using a computer-based hazard perception test, this study replicated previous findings of hazard perception performance differences between experienced drivers (n = 74) and expert police drivers (n = 26), such that expert police drivers were faster at responding to hazards. Experienced drivers were assigned to receive either hazard perception training or a non-training placebo intervention. Hazard perception training included both prediction tasks and asking participants to provide verbal protocols in response to videoed traffic scenes. Performance on a hazard perception test was subsequently compared pre-training, immediately post-training and one week post-training. Participants who had received hazard perception training were found to be faster at responding to hazards than participants in the control condition, both immediately post-training and one week later. Experienced drivers also completed self-ratings of driving skill to investigate self-enhancement effects, which may be a barrier to engaging in driver training. Results are discussed in relation to a framework of deliberate practice and implications for driver assessment and training.
Keyword Hazard perception training

 
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Created: Wed, 27 Jun 2012, 13:23:31 EST by Mrs Ann Lee on behalf of School of Psychology