The extent to which drivers’ attitudes toward the use of autonomous vehicle systems can be influenced by various driver factors (e.g., driver age, experience with the systems, etc.) has yet to be firmly established. To investigate driver perceptions and acceptance of advanced vehicle systems, the current research examined initial and repeated exposure to systems while driving under various commonly encountered on-road situations (e.g., emergency braking). Somewhat surprisingly, driver perceptions of safety when driving vehicles with assistive technologies diminished following repeated exposure to the technologies. However, when drivers were afforded more extensive experience, they reported a heightened appreciation of the systems—especially drivers who might benefit most from this assistance (e.g., distracted or older drivers).
We examined the effect of audiovisual training on learning a repeated sequence of motor responses. Participants were trained with either congruent or incongruent audiovisual cues to produce motor responses. Learning was tested by comparing reaction times to untrained sequences and by asking participants to recreate the trained sequence. A strong association was found between the two measures and the majority of high-scoring participants belonged to the congruent audiovisual condition. Because the second measure requires explicit knowledge of the trained sequence, we conclude that audiovisual congruency facilitates explicit learning.
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