Attention and Task Engagement During Automated Driving

Many young drivers suffer fatal crashes each year in the United States at a rate approximately three times greater than more experienced drivers. Automated driving systems may serve to mitigate young drivers high crash rates but remain underexplored in research. This dissertation project examined the effects of levels of automation and interestingness of auditory clips on latent hazard anticipation in young drivers during simulated driving. Participants drove a vehicle at varying levels of vehicle automation (SAE Level 0, 2, or 3) in simulated scenarios, each containing a latent hazard event during which a boring, neutral, or interesting auditory clip was played. After completing all scenarios, participants completed an auditory stimuli recognition test and a questionnaire measuring the drivers’ calibration of their LHA performance. Results demonstrated that those in the L3 condition anticipated significantly fewer hazards than those in the L0 condition, corroborating previous research (Samuels et al., 2020). However, those in the L3 condition were also significantly poorer at anticipating latent hazards than those in the L2 condition, suggesting the importance of instruction on a drivers’ attentional allocation policy. A tradeoff was found between latent hazard anticipation and auditory recognition scores indicating the allocation of limited attentional resources as predicted by the Yamani and Horrey (2018) model. Interestingness of auditory stimuli had little to no effect on latent hazard anticipation. In general, automation may improve the multitasking ability of a young driver piloting L2 automation, but this benefit is lost for drivers of L3 automation. Instead, young drivers piloting L3 automation may anticipate latent hazards at rates as low as those observed in newly licensed drivers, and may be completely unaware of their failure to anticipate such hazards. The current research illustrates the criticality of user guidance when handling automated driving systems and serves as one step towards understanding the complex relationship between human drivers and automated systems

Effects of Focal on Driver Calibration of Attention Maintenance Performance Using Normalized Difference and Brier Scores

Young drivers are specifically poor at maintaining attention to the forward roadway while driving. Additionally, drivers are poorly calibrated to their own abilities, often overestimating their driving skills. The current research examines the effect of FOCAL on a young driver’s calibration using two different measures, normalized difference scores and the Brier score. Thirty-six participants received either FOCAL or Placebo training program, immediately followed by driving simulator evaluation of their attention maintenance performance. In the evaluation drive, participants had driven through four scenarios in a driving simulator with their eyes tracked. Participants were asked to perform a mock visual search task on a tablet simulating an infotainment in-vehicle system while driving in each scenario. After each drive, participants filled out a questionnaire for the Brier score. Once all drives were complete, the participant filled out one final questionnaire used for the normalized proportion of glances. FOCAL trained drivers performed better than Placebo trained drivers on attention maintenance and were greater calibrated using the normalized proportions measure. The brier score measure did not find any significant differences. Theoretical and practical implications and future directions are discussed

Ueber therapeutische Strömungen in der innern Medicin : Vortrag

http://www.ester.ee/record=b3582020*es

How Interesting Is This To You: Rating the Interestingness of Auditory Clips

Modern technological environments integrate multiple devices, competing for limited attentional resources of users. This study aimed to validate the auditory stimuli used in Horrey et al. (2017) with a college student population and examine the psychological structure of task engagement. Thirty-nine students listened to thirty-nine auditory stimuli used in Horrey et al. (2017) for their level of engagement. Participants rated how interesting they found the material on a slider from -7 (boring) to 7 (interesting) while listening to each clip. Participants also rated levels of difficulty, entertainment, and likelihood to attend to each clip. Participants who rated high on difficulty, entertainment, and attention also rated higher interestingness scores than those with low ratings, suggesting that these are important constituents of perceived interestingness of the auditory clips. Results indicate complexity of the psychological structure of task engagement and importance of controlling these factors in auditory stimuli to manipulate engagement

Betriebspraktika als Element kompetenzorientierter Lehrerausbildung

Wie können Betriebspraktika besser in die fachdidaktische Ausbildung von Lehramtsstudierenden integriert werden? Die Dissertation stellt ein hochschuldidaktisches und empirisch geprüftes Konzept für die Lehramtsausbildung in den Fächern Chemie und Physik vor, in dem das Betriebspraktikum erfolgreich als grundlegendes Element der kompetenzorientierten Ausbildung etabliert ist. So können sich Lehramtsstudierende, die in der Arbeitswelt unerfahren sind, mit Hilfe einer didaktischen Arbeitsanalyse die Berufsbilder und Unternehmensabläufe im Betriebspraktikum erschließen. In vier Arbeits- und Denkschritten erkennen und nutzen sie Bildungspotenziale für die Gestaltung von Lehr-Lernprozessen, die einen direkten Bezug zur erlebten Wirklichkeit aufweisen. Das hochschuldidaktische Konzept und seine Ergebnisse leisten einen relevanten Beitrag zur Gestaltung kompetenzorientierter Lehrerbildung

Soziale Integration in öffentlichen Bibliotheken : neue Konzepte zur stärkeren Einbeziehung von Menschen mit Behinderungen

Gegenstand der vorliegenden Arbeit ist die Frage, welchen Beitrag Öffentliche Bibliotheken an der sozialen Integration von Menschen mit Behinderungen leisten können. Sie gibt einen kurzen und allgemeinen Überblick über die Entstehungsgeschichte sozialer Bibliotheksarbeit, berücksichtigt dabei auch internationale Entwicklungen. Sie fasst die wichtigsten Aspekte aktiver Zielgruppenarbeit zusammen und zeigt am Beispiel des Europäischen Jahres der Menschen mit Behinderungen, wie Bibliotheken aktuelle Anlässe zu diesem Zweck für sich nutzen können. Abschließend werden einige konzeptionelle Ideen vorgestellt, die eine soziale Integration in das gesellschaftliche Leben fördern sollen. Man findet sowohl Konzepte, die das Verständnis für die Probleme behinderter Menschen bei Nichtbehinderten stärken sollen, als auch Ideen für Veranstaltungen, die thematisch an behinderte Menschen gerichtet sind