Newly-licensed Driver Crashes: Causes and Remediation

新驾照司机发生车祸：原因与补救措施

• 批准号: 7353478
• 负责人: DONALD Lloyd FISHER
• 金额: $ 18.26万
• 依托单位: UNIVERSITY OF MASSACHUSETTS AMHERST
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-30 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7353478
• 关键词: 16 year old; Address; Adult; Aged, 80 and over; Applied Research; Area; Attention; Automobile Driving; Behavior; Cause of Death; Centers for Disease Control and Prevention (U.S.); Development; Education; Educational process of instructing; Evaluation; Eye Movements; Failure; Head Movements; Hour; Instruction; Knowledge; Laws; Learning; Licensing; Licensure; Maintenance; Monitor; Numbers; Performance; Phase; Plant Leaves; Play; Rate; Research; Risk; Role; Speed; Staging; Standards of Weights and Measures; Teenagers; Testing; Time; Training; Training Programs; Vehicle crash; aged; base; critical developmental period; day; design; experience; foot; hazard; improved; older driver; pressure; programs; remediation; response; skills

DESCRIPTION (provided by applicant): The long term objective of the proposed research is to understand better the causes of crashes among teen drivers right after they receive their solo license and to use that understanding to design and evaluate training programs that will reduce whatever skill deficits are revealed. During the first six months of solo driving, the crash rate for newly-licensed teen drivers decreases by a factor of five (McCartt, Shabanova, and Leaf, 2003). The only drivers at greater risk of crashing are those eighty years old and older. Perhaps not surprisingly, automobile crashes are the leading cause of death for newly-licensed drivers (Centers for Disease Control and Prevention, 2004). The problem is an ongoing national tragedy that has continued for far too long. Standard driver education programs, which typically involve 30 hours of classroom instruction and ten hours in the vehicle (four hours of observation and six hours behind the wheel), have, until recently, been the primary way teens learned to drive. Unfortunately, evaluations undertaken over the last forty years have shown little effect of such programs on crash rates (Mayhew and Simpson, 2002). Graduated driver licensing (GDL) programs are one response to the problem. The GDL programs clearly reduce crash rates among 16 year olds. However, newly-licensed drivers obeying the law-alone and during the day-are still over-involved in crashes, sometimes being as much as eight times more likely to be in a crash than are older drivers (Langone, 2006). There are many reasons that standard driver education programs and GDL programs may not reduce crashes as much as might be expected among drivers obeying the law during the first six months of restricted licensure. Perhaps most obvious is that these efforts do not directly remediate three behaviors that have been hypothesized to be the primary causes of crashes among novice drivers: failures to (a) anticipate hazards, (b) maintain attention, and (c) control speed appropriately. Unfortunately, little is known about whether these differences do indeed exist and, if so, the exact reasons newly-licensed and experienced drivers may differ from one another in each of these three areas. Until such is known, one cannot design training programs that remediate the deficiencies. We are proposing a four year program of theoretical and applied research to address these problems. Phase 1: In the first year, we will assess the hazard anticipation, attention maintenance and speed control skills of newly-licensed drivers (teens who have had their restricted license six months or less) on a driving simulator and compare their performance with experienced older (40-55) drivers. Eye movements, head movements, driver behaviors (e.g., foot on or off the accelerator, brake, etc.) and vehicle behaviors (e.g., velocity, brake pressure) will be monitored. We will determine the extent to which the differences in hazard anticipation, attention maintenance and speed control are due to differences in the knowledge, basic vehicle handling skills, and task management routines of the two groups of drivers. Phase 2: In the second year we will develop and evaluate on a driving simulator a PC-based training program designed to improve hazard anticipation, attention maintenance and speed control skills of newly-licensed drivers. The evaluations will take place immediately, one month, and three months after licensure. Phase 3: In the third year, we will repeat our evaluation of the PC-based training program, only this time evaluating newly-licensed drivers' hazard anticipation, attention maintenance and speed control skills on the open road immediately, one month and three months after training. Again, eye movements, head movements, and driver and vehicle behaviors will be monitored. PROJECT NARRATIVE: Automobile crashes are the leading cause of death for newly-licensed drivers (Centers for Disease Control and Prevention, 2004). During the first six months of solo driving, the crash rate for newly-licensed teen drivers decreases by a factor of five (McCartt, Shabanova, and Leaf, 2003). The long term objective of the proposed research is to understand better the causes of crashes among teen drivers right after they receive their solo license and to use that understanding to design and evaluate training programs that will reduce whatever skill deficits are revealed.

描述（由申请人提供）：拟议研究的长期目标是更好地了解青少年驾驶执照后立即在青少年驾驶员中造成撞车事故的原因，并利用该理解来设计和评估培训计划，以减少任何揭示的技能缺陷。在独奏驾驶的前六个月中，新许可的青少年驾驶员的撞车率降低了5倍（McCartt，Shabanova和Leaf，2003年）。唯一面临更大风险的驾驶员是八十岁以上的驾驶员。也许并不奇怪，汽车撞车是新许可驾驶员的主要死亡原因（疾病控制与预防中心，2004年）。问题是一场持续的民族悲剧持续了太久。直到最近，标准的驾驶员教育计划通常涉及30个小时的课堂教学和车辆的十个小时（四个小时的观察和六个小时的车轮），直到最近，这还是青少年学会开车的主要方式。不幸的是，在过去的四十年中进行的评估对此类计划对撞车率的影响很小（Mayhew和Simpson，2002年）。分级驾驶许可（GDL）程序是对该问题的回应。 GDL计划显然降低了16岁的崩溃率。但是，新许可的驾驶员遵守了律法，在白天仍然过度涉及撞车事故，有时撞车的可能性比老年驾驶员高出八倍（Langone，2006年）。标准驾驶员教育计划和GDL计划的原因有很多，可能不会像限制许可的前六个月中遵守法律的驾驶员那样减少崩溃。也许最明显的是，这些努力并不能直接补救三种被认为是新手驱动因素撞车的主要原因的三种行为：失败（a）预期危害，（b）保持关注，以及（c）适当的控制速度。不幸的是，这些差异是否确实存在，如果是的，那么新许可和经验丰富的驾驶员的确切原因在这三个领域中的每个领域都可能彼此不同。直到已知这一点，人们才能设计补充缺陷的培训计划。我们提出了一个为期四年的理论和应用研究计划，以解决这些问题。第1阶段：在第一年，我们将评估新许可的驾驶员的危害，注意力维护和速度控制技能（六个月或更短的驾驶执照的青少年）对驾驶模拟器的限制，并将其性能与经验丰富的老年人（40-55）驱动程序进行比较。眼睛运动，头部移动，驾驶员行为（例如，脚部或关闭加速器，制动等）以及车辆行为（例如，速度，制动压力）。我们将确定危害预期，注意力维护和速度控制的差异是由于知识，基本车辆处理技能和两组驱动程序的任务管理程序的差异所致。第2阶段：在第二年，我们将在驾驶模拟器上开发和评估一个基于PC的培训计划，旨在提高新授权驱动程序的危害，注意力维护和速度控制技能。评估将在许可后立即进行，一个月和三个月。第三阶段：在第三年，我们将重复对基于PC的培训计划的评估，只有这次，在培训后一个月零三个月的开放路上，在开放道路上评估了新许可的驾驶员的危害预期，注意力维护和速度控制技能。同样，将监控眼睛运动，头部移动以及驾驶员和车辆行为。项目叙述：汽车撞车是新许可驱动因素的主要死亡原因（疾病控制与预防中心，2004年）。在独奏驾驶的前六个月中，新许可的青少年驾驶员的撞车率降低了5倍（McCartt，Shabanova和Leaf，2003年）。拟议的研究的长期目标是更好地了解青少年驾驶执照后立即在青少年驾驶员中造成撞车事故的原因，并利用该理解来设计和评估培训计划，以减少任何技能缺陷。