It is assumed that the essential issue in safe driving is not so much the development of specific skills, but the ability to balance task demands and skills accurately. This balancing of demands and capabilities is also known as 'calibration'. This paper explores theories relating to calibration and investigates whether, and how, to incorporate the issue of calibration in formal driving instruction. The literature thus far supports the thesis of the paper that calibration is a core issue in safe driving. Inexperienced drivers show less awareness than experienced drivers of the actual realities of road system operation, and less awareness of their own role. Calibration is conceptualised as not just momentary demand regulation, but also as behavioural regulation on the basis of anticipated events (hazards). It is theorised that the problem with young drivers lies both in the anticipatory realm and in momentary demand regulation. Miscalibration can cause for instance: small safety margins, excessive speed, aggressive driving, short following distances, and the performance of risky manoeuvres. Current driver training does not prevent miscalibration, and may even stimulate miscalibration. This is related to the fact that the training does not incorporate enhancing learning conditions for the driver after qualification. A correct calibration of task demands and coping abilities largely depends on the amount of practice and the amount and quality of feedback that a driver receives. It is suggested that driver training should incorporate methods to match self-assessed ability to actual ability. Drivers should learn to actively search for, and use, the feedback that the driving environment provides them with.
Samenvatting