A training method known as episodic training has shown promise in reducing speeding behavior in young drivers (Prabhakharan and Molesworth, 2011). The present study aimed to investigate how cognitive resources are utilized to implement this behavioral change. Sixty participants were randomly divided into four groups and completed a simulated training drive in Week 1 followed by a 10ákm simulated test drive in Week 2. As part of the test drive, two groups were asked to complete a secondary task (mental arithmetic task) in addition to the test drive. The results indicated that implementing a speed management strategy elicited by episodic training was successful in isolation, but came at a cognitive trade-off when performed in conjunction with a secondary task. From an applied perspective, these results suggest driver training programs should compartmentalize driver training in order to reduce the cognitive load experienced by trainee drivers, and hence facilitate in driver skill acquisition. (A) Reprinted with permission from Elsevier.
Abstract