TY  - JOUR
PY  - 2013//
TI  - Headway time and crashes among novice teens and experienced adult drivers in a simulated lead truck braking scenario
JO  - Proceedings of the ... international driving symposium on human factors in driver assessment, training and vehicle design
A1  - McDonald, Catherine C.
A1  - Seacrist, Thomas S.
A1  - Lee, Yi-Ching
A1  - Loeb, Helen
A1  - Kandadai, Venk
A1  - Winston, Flaura Koplin
SP  - 439
EP  - 445
VL  - 2013
IS  - 
N2  - Driving simulators can be used to evaluate driving performance under controlled, safe conditions. Teen drivers are at particular risk for motor vehicle crashes and simulated driving can provide important information on performance. We developed a new simulator protocol, the Simulated Driving Assessment (SDA), with the goal of providing a new tool for driver assessment and a common outcome measure for evaluation of training programs. As an initial effort to examine the validity of the SDA to differentiate performance according to experience, this analysis compared driving behaviors and crashes between novice teens (n=20) and experienced adults (n=17) on a high fidelity simulator for one common crash scenario, a rear-end crash. We examined headway time [close following] and crashes during a lead truck with sudden braking event in our SDA. We found that 35% of the novice teens crashed and none of the experienced adults crashed in this lead truck braking event; 50% of the teens versus 25% of the adults had a headway time <3 seconds at the time of truck braking. Among the 10 teens with <3 seconds headway time, 70% crashed. Among all participants with a headway time of 2-3 seconds, further investigation revealed descriptive differences in throttle position and brake pedal force when comparing teens who crashed, teens who did not crash and adults (none of whom crashed). Even with a relatively small sample, we found statistically significant differences in headway time for adults and teens, providing preliminary construct validation for our new SDA.<p />  <p>Language: en</p>
LA  - en
SN  - 
UR  - http://dx.doi.org/
ID  - ref1
ER  -