Reducing Distracted Driving: Regulation and Education to Avert Traffic Injuries and Fatalities

In this article, we consider the legal and policy implications of distracted driving (the tendency of people to use electronic devices while operating a motor vehicle). After reviewing the empirical evidence showing that distracted driving has serious adverse consequences, we discuss the legal basis for governmental interventions to reduce distracted driving. These interventions include laws restricting the use of electronic devices while driving, especially sending text messages. Since drivers have at best a reduced expectation of privacy, these restrictions should easily survive legal challenges. At the same time, it is important to consider the responsibility of automobile manufacturers to improve safety though design changes. We also advocate health education to change social norms to reduce distracted driving

Teens and Distracted Driving

Presents survey findings on teenagers' ownership and use of cell phones for text messaging and incidence of texting or calling while driving; of riding with distracted drivers, including parents; and of distracted drivers endangering themselves or others

Young driver distraction by text messaging: A comparison of the effects of reading and typing text messages in Chinese versus English

Background: Reading and typing text messages while driving seriously impairs driving performance and are prohibited activities in many jurisdictions. Hong Kong is a bilingual society and many people write in both Chinese and English. As the input methods for text messaging in Chinese and English are considerably different, this study used a driving simulator approach to compare the effects of reading and typing Chinese and English text messages on driving performance. Method: The driving performances of 26 participants were monitored under the following conditions: (1) no distraction, (2) reading and typing Chinese text messages, and (3) reading and typing English text messages. The following measures of driving performance were collected under all of the conditions: reaction time (RT), driving lane undulation (DLU), driving speed fluctuation (DSF), and car-following distance (CFD) between test and leading cars. Results: RT, DLU, and DSF were significantly impaired by reading and typing both Chinese and English text messages. Moreover, typing text messages distracted drivers more than reading them. Although the Chinese text messaging input system is more complicated than the English system, the use of Chinese did not cause a significantly different degree of distraction. Conclusion: Both reading and typing text messages while driving should be prohibited regardless of whether Chinese or English is used.postprin

The ‘frontal lobe’ project: A double-blind, randomized controlled study of the effectiveness of higher level driving skills training to improve frontal lobe (executive) function related driving performance in young drivers

The current study was undertaken in order to evaluate the effectiveness of higher level skills training on safe driving behaviour of 36 teenage drivers. The participants, who attended the Driver Training Research camp in Taupo (NZ) over a two week period, were 16 to 17 years old and had a valid restricted driver licence. The study focused on four main aims. Firstly, the behavioural characteristics of the sample and their attitudes to risk taking and driving were examined. Results showed that speeding was the most anticipated driving violation, and high levels of confidence were associated with a higher number of crashes and a greater propensity for risk taking. Many, often male participants, also rated their driving skills as superior to others and thought they would be less likely than others to be involved in an accident. Secondly, the relationship between driving performance and executive functioning, general ability and sustained attention was evaluated. Overall, better driving performance and more accurate self-evaluation of driving performance was related to higher levels of executive functions, in particular, working memory, and cognitive switching. In addition, higher general ability and greater ability to sustain attention were also linked to better performance on the driving related assessments. The third focus of this study was to compare the effects of both, higher level and vehicle handling skills training on driving performance, confidence levels and attitudes to risk. While both types of training improved direction control, speed choice and visual search, along with number of hazards detected and actions in relation to hazards, statistically significant improvement on visual search was seen only after higher level skills training. Vehicle handling skills training significantly improved direction control and speed choice. In addition, confidence levels in their driving skills were significantly lowered and attitudes to speeding, overtaking and close following had improved significantly in the participants after the higher level driving skills training. The final aspect to this study was to examine the effects of the training over the following 6 month period based on self-reported driving behaviour. The response rate of participants however, was not sufficient to reach any meaningful conclusion on any long-term training effects. A pilot study using GPSbased data trackers to assess post-training driving behaviour revealed some promising results for future driver training evaluation studies. The overall implications of the results are discussed in relation to improving the safety of young drivers in New Zealand

A Research Synthesis of Text Messaging and Driving Performance

To determine the effects of text messaging on driving performance, all available experimental studies that measured driving performance were identified through a variety of database searches and backtracking strategies, and analyzed using standard research synthesis methods. Fourteen studies with a total of 519 participants were coded and analyzed. Methodology, independent and dependent variables, and statistical analyses varied widely across studies, but conclusions were clear and convergent. Reaction time, crashes, longitudinal and lateral control, eye movements, hazard detection and subjective workload measures indicate significant decrements in driving performance while reading and typing text messages. The importance of the results for further policy development and methodological reporting is briefly introduced

Piloting a telemetric data tracking system to assess post-training real driving performance of young novice drivers

Evaluating the effects of driver training interventions is a difficult research task. The ultimate goal of such interventions is to make the driver safer and therefore less likely to be involved in a road crash. A particular driver training intervention can only be considered to be effective if it can show a significant reduction in the number crashes for the driver, or a significant change in driver behaviour that clearly implies safer driving. Getting accurate and comprehensive crash records is difficult and to measure post training behavioural driving changes based on selfreports (e.g., log books) may not be accurate enough to be statistically meaningful