Producing a commentary slows concurrent hazard perception responses

Young, AH ORCID: https://orcid.org/0000-0002-8127-7380, Chapman, P and Crundall, D ORCID: https://orcid.org/0000-0002-6030-3631, 2014. Producing a commentary slows concurrent hazard perception responses. Journal of Experimental Psychology: Applied, 20 (3), pp. 285-294. ISSN 1076-898X

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Abstract

Commentary driver training involves teaching drivers how to verbally acknowledge their perceptual and cognitive processes while driving, and has been shown to improve performance in driving-related tasks. However, those studies demonstrating benefits of commentary training have not done so under conditions of live commentary, which is the typical protocol used with advanced drivers. In the current study we present the results of two experiments that show that producing a commentary can actually slow responses to hazards on a concurrent hazard perception task. In Experiment 1 participants producing a live commentary showed significantly longer hazard response times than an untrained, silent, control group. In Experiment 2 a shorter, clipped commentary was introduced to attempt to reduce the demands placed upon participants. However, both the clipped and full commentary conditions showed reduced accuracy and longer response times, relative to a silent condition, and no difference was observed between the two types of commentary. Analysis of eye movements in both experiments revealed that fixation durations were shorter when a commentary was produced, but time to first fixate the hazard was not affected. This suggests that commentaries encourage more active interrogation of the visual scene, but that this can be detrimental to performance in average drivers.

Item Type:	Journal article
Publication Title:	Journal of Experimental Psychology: Applied
Creators:	Young, A.H., Chapman, P. and Crundall, D.
Publisher:	American Psychological Association
Place of Publication:	Washington, DC, United States
Date:	2014
Volume:	20
Number:	3
ISSN:	1076-898X
Identifiers:	Number Type 10.1037/xap0000016 DOI
Divisions:	Schools > School of Social Sciences
Record created by:	EPrints Services
Date Added:	28 Oct 2015 10:34
Last Modified:	09 Jun 2017 13:56
URI:	https://irep.ntu.ac.uk/id/eprint/26045

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