Traffic crash involvement: Experiential driving knowledge and stressful contextual antecedents.

Abstract

Researchers have rarely examined stressful environments and psychological characteristics as predictors of driving behavior in the same study. The authors hypothesized that (a) safer drivers more accurately assess physical and emotional traffic hazards and (b) stress and emotional states elevate crash risk. The hypotheses were evaluated with procedural and declarative tacit driving knowledge tests requiring assessment of emotional and contextual hazards and with accident reports describing crash antecedents, including stressful events and environmental conditions. Analyses identified separate driving knowledge factors corresponding to emotional and contextual hazards that were significantly related to the crash criteria. Accident report analyses show that stress significantly elevates at-fault crash risk. The results demonstrate the importance of experiential knowledge acquired without instruction (procedural or tacit knowledge) and provide safety recommendations.

Applying Consensus-Based Measurement to the Assessment of Emerging Domains

“…Compared to most performance domains, crash involvement is unusual because it has only very minor relationships with knowledge, skill, and ability measures, including general cognitive aptitude, based on metaanalyses (Arthur, Barrett, &Alexander, 1991;Veling, 1982). However, as reported in Table 3, both of the tacit driving knowledge tests correlated significantly with crash involvement criteria, -.11 to -.20 (Legree et al, 2003). While these values may appear modest, they exceed coefficients typically obtained for stable characteristics and they carry implications for improving driver safety.…”

“…As might be expected based on the use of additional information, comparisons of scores based on the distance information versus those based on a dichotomous format associates higher levels of reliability with the distance-based measures (Legree, 1995), and therefore the Likert format supports improved testing efficiency. In addition, distance items can be correlated, and factors extracted from these correlations have been sensible (see Legree et al, 2003).…”

Tacitní znalosti v metaforách studentky učitelství

“…při pocitu úzkosti člověk nezná příčinu takového nepříjemného stavu, a zdroj úzkosti je tedy skrytý, přesto může být při reflexi či během rozhovoru odhalen (srov. Reber in Legree, Heffner, Psotka, Martin, & Medsker, 2003). Pro přesnější specifikaci zkoumaného typu tacitní znalosti vyjádříme své stanovisko také k často diskutované otázce, zda a případně jak rozlišovat tacitní znalost a tacitní dovednost.…”

Use of a Simulator to Objectively Distinguish Behaviors Between Low-Risk and High-Risk Drivers

“…Practical problems, such as risk assessment in driving, tend to be poorly defined or structured but personally relevant and therefore practical rather than abstract solutions and thinking skills should lead to better acquisition of tacit knowledge. Several reviews and previous studies have documented the critical importance of risk assessment to driving safety (Deery, 1999;Evans, 1991;Gregersen & Bjurulf, 1996) and have demonstrated differences between novice and experienced drivers in assessing risks (Trankle, Gelau, & Metker, 1990), as well as the role of tacit knowledge in risk assessment (Legree, et al, 2003). Through self-reports and subjective surveys, Legree, et al (2003) showed that more experienced, low-risk drivers are more aware of when and how to modify their driving styles in response to changing conditions.…”

“…This experience-driven understanding is considered a form of tacit knowledge that accumulates with experience and is often difficult to verbally articulate (Legree, Heffner, Psotka, Martin, & Medsker, 2003). According to Sternberg (1997), tacit knowledge is an aspect of practical intelligence that enables individuals to select, shape, and adapt to real-world environments in pursuit of personally valued goals.…”