Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period
Abstract
:1. Introduction
2. Learning to Drive Safely
2.1. Expertise
2.2. How Novices Learn
2.3. Training for Licensure or Expertise?
2.3.1. Rules of the Road
2.3.2. Vehicle Management Skills
2.3.3. Advanced/Higher Order Driving Skills
2.3.4. Attention
2.3.5. Self-Control
2.3.6. Individual Variability
2.4. Some Limits of Training Potential
2.4.1. Extending the Learner Period
Co-Driving
2.5. Improving Training and Supervision Effectiveness
2.5.1. Training Innovations
2.5.2. Supervised Practice
2.5.3. Parental Management of Independent Driving
2.5.4. Testing for Licensure
2.5.5. Technology
2.6. Discussion
2.6.1. Future Research and Measurement
2.6.2. Training and Supervision as Part of Comprehensive Risk Management
Acknowledgments
Author Contributions
Conflicts of Interest
Abbreviations
GDLS | Graduated Driver Licensing |
GDLS | Graduated Driver Licensing Systems |
GDE | Goals for Driver Education |
KRD | Kinematic Risky Driving |
CNC | Crashes or Near Crashes |
DWI | Driving While Intoxicated |
RWI | Riding With an Impaired driver |
NHTSA | National Highway Traffic Safety Administration |
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Program | Goals | Evidence of Safety Benefit | Potential | Limitations |
---|---|---|---|---|
Graduated Driver Licensing Systems (GDLS) | Limit exposure | Substantial evidence | Population impact, strict limits are better; enforcement is lax | Policy balance between safety and mobility; limited to a few countries |
Driver education | Vehicle management; prepare for license tests | Many evaluations show no safety benefits | Mandatory in some jurisdictions, popular program; potential innovations identified | Few practice hours; not linked to GDLS or parent supervision and management |
Practice driving | Provide experience; improve skills | Few evaluations | Extensive practice; consistent with effective parenting practices | Little evidence of higher order instruction or emphasis on independent driving norms, expectations |
Parental management | Limit exposure; set expectations | Benefits shown in few studies; low participation | Parents can, but do not set limits; low parent participation; could be linked to driver education and GDLS | Low parent enthusiasm and participation |
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Simons-Morton, B.; Ehsani, J.P. Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period. Safety 2016, 2, 20. https://doi.org/10.3390/safety2040020
Simons-Morton B, Ehsani JP. Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period. Safety. 2016; 2(4):20. https://doi.org/10.3390/safety2040020
Chicago/Turabian StyleSimons-Morton, Bruce, and Johnathon P. Ehsani. 2016. "Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period" Safety 2, no. 4: 20. https://doi.org/10.3390/safety2040020