While attention has consistently been shown to be biased toward threatening objects in experimental settings, our understanding of how attention is modulated when the observer is in an anxious or aroused state and how this ultimately affects behavior is limited. In real-world environments, automobile drivers can sometimes carry negative…

This article addresses the issue of animation as an aid for temporal processing difficulties in deaf people learning the Highway Code. A decision-making task involving static or animated road situations was performed by 21 deaf and 24 hearing participants. They were confronted with four types of driving situations (overtaking, negotiating…

Research consistently demonstrates that attainment of a driver's license and access to a vehicle directly and favorably influence employment outcomes, enhance one's ability to capitalize on quality jobs, and expand one's access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young…

This study compared newly licensed drivers with and without autism spectrum disorder (ASD) and experienced drivers. Twenty new drivers (8 with ASD) and 16 experienced drivers completed the Driving Attitude Scale (DAS) and drove a simulator and an instrumented vehicle. Heart rate (HR), galvanic skin response (GSR), wrist movement, eye-gaze and…

Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver's license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving…

Research examining driver training for young adults with intellectual disabilities has been limited since the 1970s. The current pilot and exploratory study investigated teaching pre-driving skills (i.e. lane keeping and speed maintenance) to young adults with intellectual disabilities using an interactive driving simulator to provide dynamic and…

We evaluated the effects of prompting, goal setting, and feedback on following headway of young drivers in a simulated driving environment and assessed whether changes produced in following headway were associated with reductions in hard braking when drivers were and were not using cell phones. Participants were 4 university students. During…

Objective: The present study examined the role of negative emotions on driving performance in relation to ADHD, by comparing young adults scoring high on measures of ADHD (n = 20) with a control group (n = 22). Method: The authors used cardiorespiratory physiological measures, simulated driving behavior, and self-report to examine how participants…

We developed driving restrictions that are linked to specific driving errors, allowing cognitively impaired individuals to continue to independently meet mobility needs while minimizing risk to themselves and others. The purpose of this project was to evaluate the efficacy and duration expectancy of these restrictions in promoting safe continued…

Describes the collision avoidance simulator, which provides both a hands-on prolect for digital electronics students and a motivation device for driver education students. Gives details of the electrical construction and operation of the simulator. (JOW)

For use in planning and conducting functional multi-phase driver education programs, this teacher's guide consists of four phases of instruction: classroom activities, simulated application, in-car range practice, and in-car public practice. Contents are divided into three instructional sections, with the first combining the classroom activities…

Cognitive and decision-making capabilities and motor responses were assessed for 24 older adults using 15 videotaped driving scenarios. Older drivers performed better on the simulation than the written test. Men performed better, drove more miles per year, and did more highway driving, differences attributed to handgrip strength or sex-role…

A driver education program for mildly handicapped secondary students is described in terms of eligibility and placement criteria, program goals, and program phases (classroom instruction, simulator training, behind-the-wheel training, and parent involvement). Preliminary results indicated that the program is successful. (CL)

Research determined the effectiveness of automobile simulators in fostering the safe operation of automobiles. A 20-hour driver improvement course was administered to 238 licensed drivers at Fort Lewis, Washington. Approximately half of the trainees received a program taught entirely by conventional methods, while the other half received a program…