There are ample motives to innovate the current driving instruction. They range from progress in cognitive science, promising an educational improvement; new enabling technology, especially simulator facilities, and social factors, among others the high occupational workload of the driving instructor. In this report a cognitive analysis of the driving task is given, an analysis that should enable the use of an earlier formulated theory on spatio-temporal reasoning to generate educational foundations for an innovative driver training. The foundations, each one is elaborated upon in this report, are formulated such that they should be relatively insensitive to marginal changes in the driving environment. They will be used to assemble a prototype of the driver training. The resulting prototype will be put to the test with respect to effectiveness and acceptability in the last study of the PROSPECT project. Results will be reported separately. (A)
Abstract