Learning from errors in a driving simulation: Effects on driving skill and self-confidence

Ergonomics

Volumn 43, Issue 12, 2000, Pages 1966-1984

  Ivancic, K ^a   Hesketh, B ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

Driver confidence; Driver training; Driving simulator; Errors

Indexed keywords

ABILITY TESTING; AUTOMOBILE DRIVER SIMULATORS; PERSONNEL TRAINING;

DRIVING SKILLS; ERROR TRAINING; SELF CONFIDENCE;

AUTOMOBILE DRIVERS;

ADULT; ARTICLE; CONTROLLED STUDY; COPING BEHAVIOR; DRIVER; DRIVING ABILITY; ERROR; EXPERIENCE; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; LEARNING TEST; MALE; NORMAL HUMAN; SELF ESTEEM; SIMULATOR; TASK PERFORMANCE; TRAINING;

ADULT; AUTOMOBILE DRIVING; FEMALE; HUMANS; MALE; MENTAL RECALL; SELF EFFICACY; TEACHING; TRANSFER (PSYCHOLOGY);

EID: 0034519210     PISSN: 00140139     EISSN: None     Source Type: Journal    
DOI: 10.1080/00140130050201427     Document Type: Article

References (54)

1. Vehicle travel speeds and the incidence of fatal pedestrian crashes
2. Reckless driving in adolescence: 'State' and 'trait' factors
3. User errors in human-computer interaction
4. Metacognition and problem solving: A process-oriented approach
5. Risk perception and decision taking during the transition between novice and experienced driver status
6. Error training: Replication and the function of exploratory behaviour
7. Components of driving skill experience: Experience does not mean expertise
8. Metacognitive aspects of problem solving
9. Error management in training: Conceptual and empirical results
10. The treatment of errors in learning and training
11. The effects of an active development of the mental model in the training process: Experimental results in a word processing system
12. Advertising wearout in the Transport Accident Commission road safety campaigns
13. Analogical problem solving
14. Schema induction and analogical transfer
15. Learning from mistakes: Inducing analogous solution failures to a source problem produces later successes in analogical transfer
16. Young drivers' overestimation of their own skill - An experiment on the relation between training strategy and skill
17. Assessing one's own and others' driving ability: Influence of sex, age, and experience
18. Self-preserving assessments of skill?
19. What do people think about the risks of driving? Implications for traffic safety interventions
20. Role of formal instruction and informal practice in learning to drive
21. Dilemmas in training for transfer and retention
22. W(h)ither dilemmas in training for transfer
23. Learning from feedback: Exactingness and incentives
24. Exceeding the speed limit: An evaluation of the effectiveness of a police intervention
25. Analogical thinking and human intelligence
26. Making the best of errors during training
27. The application of learning theory to driver confidence: The effect of age and the impact of random breath testing
28. The role of predictive features in retrieving analogical cases
29. Goals and self-regulation: Applications of theory to work settings
30. Conflicting goals of skid training
31. Feedback in written instruction
32. Conceptual transfer in simple insight problems
33. A review of the literature evaluating the defensive driving course
34. Confidence in, and self-rating of, driving ability among older drivers
35. Discovery learning and transfer or problem-solving skills
36. Levels of processing versus transfer appropriate processing
37. Problem-oriented training promotes spontaneous analogical transfer: Memory-oriented training promotes memory for training
38. Analogical transfer, problem similarity, and expertise
39. Learning from performance errors
40. Driving errors, driving violations and accident involvement
41. This reminds me of the time when ...: Expectation failures in reminding and explantation
42. Usefulness of analogous solutions for solving Algebra word problems
43. The role of content and abstract information in analogical transfer
44. Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon
45. New conceptualizations of practice: Common principles in three paradigms sugest new concepts for training
46. Cross-cultural differences in driver self-assessment
47. Building adaptive expertise: Implications for training design strategies
48. Metacognition, abilities, and developing expertise: What makes an expert student?
49. Are we all less risky and more skilful than our fellow drivers?
50. Cognitive architecture and instructional design
51. Resolving training dilemmas: An organisational perspective
52. An exploration of the perceptions of the average driver's speed compared to perceived driver safety and driving skill