Among transport authorities worldwide, there is a growing momentum in increasing the quality and amount of supervised driving practice by novice drivers, largely based on the subsequent reduced crash risk found by Gregersen (1997). There is also consensus that approaches seeking to enhance higher-level cognitive abilities rather than just physical control skills should theoretically underpin quality driver training and practice. Past research on self-monitoring has shown it can be influential on subsequent learning achievement, through the self-feedback generated. Driver training should embrace educational practices known to lead to improved learning outcomes, as this may lead to identification of driver training approaches having the most enduring effects on road safety behaviours. The paper will examine available information and research on the extent to which attention to higher level cognitive aspects such as self-monitoring can be incorporated into driver training provision. (Author/publisher) For the covering entry of this conference, please see ITRD abstract no. E208180.
Abstract