Hazard anticipation of young novice drivers - SWOV

with covert latent hazards during the transfer drive on a simulator than
participants in the control group did.
6.1.2. Studies on hazard anticipation training
McKenna & Crick (1997) developed a training program on hazard
perception. This program of four hours was spread out over a period of three
weeks. The training consisted of a classroom session, group video watching
and one-to-one tutoring with video clips. In a second experiment it was
found that only the one-to-one tutoring with video clips was effective. In
these sessions, a participant and a driving instructor watched together videos
from the driver's perspective. The driving instructor froze the videos at
moments that hazards started to develop and then encouraged the
participant to generate predictions about the development of possible
hazards. To measure the effect of the training, the reaction latency test was
used (see Section 4.1.3). Trained novice drivers had significantly shorter
reaction times than untrained novice drivers and the reaction times of the
trained novice drivers were about the same as the reaction times of the
experienced drivers. In a more recent experiment, participants were only
asked to generate verbal commentaries as they viewed the videos and had to
listen to the commentary of experts while they watched the videos (McKenna
et al., 2006). This simple training using commentary only, also resulted in
shorter reaction times. The fact that participants had attended the training
course did not make them more confident of their driving skills and no
behavioural adaptation resulting in more risk taking was found. This is
remarkable as short driver training programs in special skills such as skid
training seem to have this adverse effect (see for a meta analysis: Elvik et al.,
2009, pp. 781-785). This is to say that crash rate increases after the training.
Gregersen (1996) presumed that short training programs in special skills
increases self-confidence and self-efficacy although the special skills are not
fully mastered. This false believe in superiority because of the training
subsequently results in more risk taking.
The method of verbal commentary while watching videos from the
driver's perspective was also used in a training program to improve the
hazard perception skill of novice drivers that was developed by Isler,
Starkey, & Williamson (2009). The test used in this study to measure the
effect, differed from the reaction time test that was developed by McKenna &
Crick (1997). While watching the videos from the driver's perspective,
participants had to perform a secondary task. This secondary task was a
tracking task that was projected in the centre of the screen. In contrast to
driving in real traffic, drives do not have to allocate part of their cognitive
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