By Alan Stevens, Joseph Krems, Corinne Brusque
This publication brings jointly contemporary paintings via the undertaking model, to supply a greater figuring out of drivers adaption procedures, the impression of know-how use, the effect of age and the consequences of the structures functionality and the extent of automation.
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Additional resources for Driver Adaptation to Information and Assistance Systems
3]), the topic has recently re-emerged as a key issue in research. Considerable research has been conducted on drivers’ behavioural adaptation in response to ADAS (see Chapter 13). Those studies have yielded a diversity of results, which can be briefly summarised as follows: ● ● ● Behavioural changes sometimes occur and sometimes do not These changes affect different aspects of behaviour The behavioural changes differ in magnitude and direction; even with regard to one particular system, the results reported are sometimes similar and sometimes contradictory Apparently, behavioural changes do not occur in an ‘all-or-nothing’ fashion, but evolve from the complex interplay of a number of factors.
Culture shock is characterised by four stages , which may apply in similar ways to the process of adaption to new products or systems. These four stages are: the honeymoon stage, the hostility stage, the adjustment stage and the acceptance stage. According to Wheatley the classic stages of culture shock, and its emotional reactions, may be adapted to describe the consequences of driver’s behavioural stages following the introduction of ADAS. The first and fourth stages may be associated with positive pleasure experiences while the second and third are associated with negative experiences and stress.
Another theory in connection to behavioural adaptation and learning is the Skill-Rules-Knowledge model , which explains how human behaviour changes with practice. This model was developed further from the original model by Fitts and Posner , which has also resulted in simulation models such as ACT-R [44, 45]. Fitts and Posner termed the initial stage of skill learning as the cognitive phase followed by the associative phase and finally the autonomous phase. It is assumed that experts can execute certain tasks following automated routines that demand little or no conscious control and/or attention.