CANDIDA CASTRO, ANDRÉS GUGLIOTTA, PETYA …€¦ · CANDIDA CASTRO, ANDRÉS GUGLIOTTA, PETYA...
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Figure 2. The PL-TC is essential and especially beneficial for training the ability to detect hazards that appear abruptly (which seems to be difficult to improve just by practice). Performance in gradual-onset hazard events can be improved after training but also by practice. • Castro, C., Ventsislavova, P, Peña-Suarez, E. Gugliotta, A., Garcia-Fernandez, P. Eisman, E., & Crundall, D. (2016). Proactive listening to a training commentary improves hazard prediction, Safety Science, Vol. 82, Pág. 144-154 DOI:10.1016/j.ssci.2015.09.018. ISNN: 0925-7535 Q1 • Ventsislavova, P. Gugliotta, A., Peña-Suarez, E., Garcia-Fernandez, P., Eisman, E., Crundall, D. & Castro, C. (2016). What happens when drivers face hazards on the road? Accident, Analysis and Prevention, Vol. 91, Pág. 43-54 DOI:10.1016/j.aap.2016.02.013 ISSN:0001-4575 Q1 • Top-down processes play a dominant role in the guidance of eye-movement (e.g. Henderson et al. 2007, Petter and Itti, 2007, Pomplum, 2006, Zelinsky, et al., 2006). • The Proactive Listening to a Training Commentary helps drivers not only by providing knowledge but also by increasing sensitivity to hazards. CANDIDA CASTRO, ANDRÉS GUGLIOTTA, PETYA VENTSISLAVOVA, ELSA PEÑA-SUAREZ, PEDRO GARCIA-FERNÁNDEZ, EDUARDO EISMAN & DAVID CRUNDALL [email protected] Research Aims References HAZARD PREDICTION [email protected] TRAINING X TYPE OF HAZARD Training in higher-order cognitive skills (HP) addresses the broader driving context, in particular anticipating or avoiding hazardous situations (Beanland et al., 2013) . 1. To assess the effect of the video-based Proactive Listening to a Training Commentary on participants’ hazard perception performance. 2. To compare the improvement of performance in hazard perception skills of groups of different driving experience and non-offenders vs. re-offenders, in various types of hazardous situation. Figure 1. Performance in hazard prediction can be improved after PL-TC training but also by practice. TRAINING TRAINING x DRIVING EXPERIENCE Figure 3. This training shows significant positive effects for all types and groups of participants. . Results Time (Clips: Max. 46 sec) Hazardous situation Development / video occlusion BLANK SCREEN METHOD Conclusions Videos: Clips between 6 and 46 seconds long Stopped immediately prior to the hazardous situation What? Where? and WHN? . A new and improved version of the Hazard Perception Test adapted to a Spanish driving context (HP-WHN, Castro, et al. 2014: Castro, et al. 2016)) Procedure Participants 121 drivers (52 female & 69 male) (a) 20 (16.5%) learner drivers (18-37 years) who were attending lessons to obtain a driving licence for the first time (b) 62 (50.4%) novice drivers (18-39 years) who were in possession of a driving licence and had less than eight years’ driving experience, (c) 40 (31.1%) expert drivers (26-53 years) who possessed different types of driving licence. Drivers’ profile 20 novice & 20 experienced offender drivers What is the hazard? Where is the hazard? What might happen next? Situation Awareness questions TEACHING DRIVERS WHERE TO LOOK: IDENTIFYING AND PRIORITISING POTENTIALLY HAZARDOUS AREAS OF THE VISUAL SCENE 0,0 0,5 1,0 1,5 2,0 2,5 3,0 3,5 4,0 Pre-test Post-test Average HP Scores (max. 6 ) Trained Untrained 0,0 0,5 1,0 1,5 2,0 2,5 3,0 3,5 4,0 Pre-test Post-test Pre-test Post-test Gradual Abrupt Average HP Scores (max. 6 ) Trained Untrained 0,0 0,5 1,0 1,5 2,0 2,5 3,0 3,5 4,0 Learners Novices Experts Learners Novices Experts Pre-test Post-test Average HP Scores (max. 6 ) Trained Untrained "We are on the A-92 heading towards Guadix at the height of Loma Verde, where it crosses the motorway from Granada to Jaen. The truck in front of us has just left the highway to Jaen. A red car on the motorway access lane is trying to join our lane. ATTENTION, perhaps we cannot facilitate its access to the lane because another vehicle behind us is approaching fast, so we would not be able to perform the manoeuvre.” Proactive Listening to a Training Commentary (PL-TC) Developing Hazard Potential Hazard Determine the effect that different hazards have on learners, novices and expert drivers. Explore whether this kind of training would be effective long term and whether a transfer occurs in HP during real driving. Analyse the trade-off between Proactive Listening to a Training Commentary and other training methods. Future Research
Transcript of CANDIDA CASTRO, ANDRÉS GUGLIOTTA, PETYA …€¦ · CANDIDA CASTRO, ANDRÉS GUGLIOTTA, PETYA...
Figure 2. The PL-TC is essential and especially beneficial for training the ability to detect hazards that appear abruptly (which seems to be difficult to improve just by practice). Performance in gradual-onset hazard events can be improved after training but also by practice.
• Castro, C., Ventsislavova, P, Peña-Suarez, E. Gugliotta, A., Garcia-Fernandez, P. Eisman, E., & Crundall, D. (2016). Proactive listening to a training
commentary improves hazard prediction, Safety Science, Vol. 82, Pág. 144-154 DOI:10.1016/j.ssci.2015.09.018. ISNN: 0925-7535 Q1 • Ventsislavova, P. Gugliotta, A., Peña-Suarez, E., Garcia-Fernandez, P., Eisman, E., Crundall, D. & Castro, C. (2016). What happens when drivers face
hazards on the road? Accident, Analysis and Prevention, Vol. 91, Pág. 43-54 DOI:10.1016/j.aap.2016.02.013 ISSN:0001-4575 Q1
• Top-down processes play a dominant role in the guidance of eye-movement (e.g. Henderson et al. 2007, Petter and Itti, 2007, Pomplum, 2006, Zelinsky, et al., 2006). • The Proactive Listening to a Training Commentary helps drivers not only by providing
knowledge but also by increasing sensitivity to hazards.
CANDIDA CASTRO, ANDRÉS GUGLIOTTA, PETYA VENTSISLAVOVA, ELSA PEÑA-SUAREZ, PEDRO GARCIA-FERNÁNDEZ, EDUARDO EISMAN & DAVID CRUNDALL [email protected]
Research Aims
References
HAZARD
PREDICTION
TRAINING
X
TYPE OF HAZARD
Training in higher-order cognitive skills (HP) addresses the broader driving context, in particular anticipating or avoiding hazardous situations (Beanland et al., 2013) .
1. To assess the effect of the video-based Proactive Listening to a Training Commentary on participants’ hazard perception performance.
2. To compare the improvement of performance in hazard perception skills of groups of different driving experience and non-offenders vs. re-offenders, in various types of hazardous situation.
Figure 1. Performance in hazard prediction can be improved after PL-TC training but also by practice.
TRAINING
TRAINING
x
DRIVING EXPERIENCE
Figure 3. This training shows significant positive effects for all types and groups of participants.
.
Results
Time (Clips: Max. 46 sec)
Hazardous situation Development / video occlusion
BLANK SCREEN
METHOD
Conclusions
Videos: Clips between 6 and 46 seconds long
Stopped immediately prior to the hazardous situation
What? Where? and WHN? .
A new and improved version of the Hazard Perception Test adapted to a Spanish driving context (HP-WHN, Castro, et al. 2014: Castro, et al. 2016))
Procedure
Participants
121 drivers (52 female & 69 male) (a) 20 (16.5%) learner drivers (18-37 years) who were attending lessons to obtain a driving licence for the first time (b) 62 (50.4%) novice drivers (18-39 years) who were in possession of a driving licence and had less than eight years’ driving experience, (c) 40 (31.1%) expert drivers (26-53 years) who possessed different types of driving licence.
Drivers’ profile
20 novice & 20 experienced offender drivers
What is the hazard? Where is the hazard? What might happen next?
Situation Awareness questions
TEACHING DRIVERS WHERE TO LOOK: IDENTIFYING AND PRIORITISING POTENTIALLY HAZARDOUS AREAS OF THE VISUAL SCENE
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Pre-test Post-testA
ve
rag
e H
P S
co
res (
ma
x. 6
)
Trained
Untrained
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Pre-test Post-test Pre-test Post-test
Gradual Abrupt
Ave
rag
e H
P S
core
s (
ma
x. 6
)
Trained
Untrained
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Learners Novices Experts Learners Novices Experts
Pre-test Post-test
Ave
rag
e H
P S
core
s (
ma
x. 6
)
Trained
Untrained
"We are on the A-92 heading towards Guadix at the height of Loma Verde, where it crosses the motorway from Granada to Jaen. The truck in front of us has just left the highway to Jaen. A red car on the motorway access lane is trying to join our lane. ATTENTION, perhaps we cannot facilitate its access to the lane because another vehicle behind us is approaching fast, so we would not be able to perform the manoeuvre.”
Proactive Listening to a Training Commentary (PL-TC)
Developing Hazard
Potential Hazard
Determine the effect that different hazards have on learners, novices and expert drivers.
Explore whether this kind of training would be effective long term and whether a transfer occurs in HP during real driving.
Analyse the trade-off between Proactive Listening to a Training Commentary and other training methods.
Future Research
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