Previous research has noted that novice drivers are at greatest risk of an accident. One reason that has been reported for this is that they have not developed the optimum visual search strategies of their more experienced counterparts. One might expect that new drivers might be taught the appropriate visual skills while learning to drive, though this requires instructors to have introspection into their own visual skills before they can be passed on to the student. In addition novice drivers should be able to acquire the instructed skills. This study used an image-based questionnaireto assess driving instructors and novice drivers priority ratings for attending to different areas of the driving scene across nine scenarios. Itwas predicted that if instructors and novices have introspection into therelative importance of these different areas, there should be agreement across the sample of participants. Additionally it was considered importantto assess which areas of the visual scene are important across all different scenarios and which areas change in priority with a change in scenario. Results showed that for both groups the opinions regarding visual field prioritisation were highly consistent when compared to chance. Despite therating consistencies, group differences were found, across all scenarios with Rear View Mirrors being the visual field with the most frequent observed group differences. Certain categories (Road Ahead and Mirrors) were highly ranked across all scenarios, while other categories were more scenario specific. We conclude that both groups have insight into some elements of visual search. However, in many occasions the prioritisation was different between driving instructors and novice drivers. It appears that during the learning process the novice drivers did not adopt the prioritisation strategies seen in driving instructors. This has important implications for the teaching of visual skills in driving. (A) Reprinted with permission from Elsevier.
Samenvatting