In considering how driving behaviour and performance are developed the author discusses personality, pre-driving influences, driving tuition and post-qualification driving experience. The difficulties of teaching during adolescence are discussed. Post-qualification driving experience is examined and performance-related and behaviour-related changes to driving behaviour are identified. The former includes a) the automation of vehicle control skills, b) the freeing of reserve capacity, c) the structuring of a knowledge base, d) improved perception of hazards and e) improved self-assessment of driving capability. The latter includes a) an improved assessment of subjective risk and b) changes in attitude towards traffic violations. Theoretical models of driving behaviour are discussed. Issues remaining unresolved are listed.
Abstract