Individual differences in driving-related multitasking Mizobuchi, Sachi ; Chignell, Mark ; Canella, David ; Eizenman, Moshe
Publication details: Göteborg Chalmers University of Technology. SAFER Vehicle and Traffic Safety Centre, 2013Description: 12 sSubject(s): Online resources: In: Proceedings of the 3rd International Conference on Driver Distraction and Inattention, September 4-6, 2013, Gothenburg, Sweden (No. 72-P)Notes: Konferens: 3rd International conference on driver distraction and inattention (DDI 2013), 2013, Gothenburg Abstract: We conducted an experiment with 22 participants to investigate the effect of secondary task presentation style on driving-related performance. Prior to the experiment, participants were presented with three cognitive ability tests and answered an online survey consisting of the Domain-Specific Risk-Taking Scale (DOSPERT), the Driver Behaviour Questionnaire (DBQ), and some demographic questions. The participants then performed a 1-D tracking (primary) task which simulated longitudinal control of a car. They also performed a vowel counting secondary task (counting the number of vowels in a list of multiple letters) under a variety of conditions. These conditions combined different modalities (audio/visual), presentation styles (simultaneous/sequential), task complexity (the number of distractors), and list lengths. We discuss the experimental results in terms of the impact of individual differences, in risk tolerance and cognitive ability, on how the tasks were performed.Konferens: 3rd International conference on driver distraction and inattention (DDI 2013), 2013, Gothenburg
We conducted an experiment with 22 participants to investigate the effect of secondary task presentation style on driving-related performance. Prior to the experiment, participants were presented with three cognitive ability tests and answered an online survey consisting of the Domain-Specific Risk-Taking Scale (DOSPERT), the Driver Behaviour Questionnaire (DBQ), and some demographic questions. The participants then performed a 1-D tracking (primary) task which simulated longitudinal control of a car. They also performed a vowel counting secondary task (counting the number of vowels in a list of multiple letters) under a variety of conditions. These conditions combined different modalities (audio/visual), presentation styles (simultaneous/sequential), task complexity (the number of distractors), and list lengths. We discuss the experimental results in terms of the impact of individual differences, in risk tolerance and cognitive ability, on how the tasks were performed.