Considerations of a Dual‐Systems Model of Cognitive Development and Risky Driving

Abstract

The dual-systems model of adolescent risk-taking postulates that risk-taking during adolescence partially results from an imbalance in the development of the executive and the socio-emotional cognitive systems. While supported by behavioral and neuroanatomical data, translational research linking the model with real-world driving or laboratory driving simulation is sparse. This paper discusses the model as it relates to adolescent driving and reviews empirical studies that have applied it in a driving-specific context. While, the studies reviewed provided partial support, each lacked a critical component necessary to fully test the model. Thus, a strong test has yet to be implemented; however, the dual-systems model holds promise for advancing the understanding of teen driving risk and guiding applications for prevention and policy.

Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period

“…The characteristics of the individual variability in driving performance have been difficult to fully elucidate, despite substantial research. Incomplete brain development has frequently been mentioned in this regard [ 47 ]. The best evidence for an effect of incomplete brain development is the high rate of crashes among adolescents with ADHD [ 48 ], whose brains tend to lag a year or so behind age peers on some dimensions.…”

Executive Function Capacities, Negative Driving Behavior and Crashes in Young Drivers

“…Furthermore, low EF is related to impulsivity, sensation seeking and other risk-taking behaviors in teens [ 11 , 12 , 13 ]. Limited EF due to atypical development may contribute to poor attention and decision making, impulsivity, and the risky driving behaviors that contribute to the elevated crash risk among teen drivers [ 14 , 15 , 16 , 17 ]. However, sensation seeking and rationalized risk-taking (i.e., weighing risks and benefits rather than impulsive risk-taking) also appear to increase with EF ability in adolescence (see the Life-span Wisdom Model [ 13 ]), indicating a complex relationship between EF and adolescent risk-taking behavior.…”

Evaluating and Enhancing Driving Ability among Teens with Autism Spectrum Disorder (ASD)

“…Previous research indicates that including executive functioning is warranted. First, executive functioning has been related to driving performance in adolescents and young adults with ASD (Cox et al, In submission) as well as in other populations, such as adolescents and young adults (Lambert, Simons-Morton, Cain, Weisz, & Cox, 2014;Mäntylä, Karlsson, & Marklund, 2009;Ross et al, 2015b), elderly (Aksan, et al, 2012;Cuenen et al, In Press;Freund, Colgrove, Petrakos, & McLeod, 2008), and ADHD (Cox, Madaan, & Cox, 2011;Reimer, Aleardi, Martin, Coughlin, & Biederman, 2006). Second, executive functioning training has been proven to transfer to driving performance.…”

“…In addition, several AUTISM SPECTRUM DISORDER AND DRIVING 4 researchers have hypothesized that many ASD symptoms -including decreased theory of mind, anticipation of consequences, inhibition, planning, and problem solving -may be outcomes of these executive functioning deficits (Banich, 2004;Hill, 2004;Ozonoff, Pennington, & Rogers, 1991). Given the robust association between executive dysfunction and impaired driving in other populations (Mäntylä, Karlsson, & Marklund, 2009;Lambert, Simons-Morton, Cain, Weisz, & Cox, 2014;Watson, Lambert, Cooper, Boyle, & Strayer, 2013), it appears likely that such deficits may contribute to driving problems for individuals with ASD. However, little is known about the extent to which underdeveloped executive functions impact motor vehicle driving performance for adolescents and young adults with ASD, and critically, which executive functions affect driving performance for drivers with ASD (Classen & Monahan, 2012).…”