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The possibility that driving speeds could be reduced through the use of lane delineation was explored. Using a high-fidelity driving simulator, 28 experienced drivers were measured on seven two-lane rural roads with lane widths of 3.6, 3.0, or 2.5 m, and with either a standard centreline (control), a wide painted hatched road centre marking, or a wide white gravel road centre marking. Driving speeds were reduced on the narrowest lane width road, and further reduced on straight road sections that contained the centre marking with painted hatching. It was concluded that the narrow lane width increased steering workload and reduced speeds through a speed-steering workload trade-off, whilst the hatched road centre marking enhanced peripheral visual speed perception, leading to higher speed estimations and slower speeds. Therefore, narrowing the lane width below 3.0 m by using a painted hatched road centre marking should be an effective way to reduce driving speeds.

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Three experiments are reported that examined the process by which trainees learn decision-making skills during a critical incident training program. Formal theories of category learning were used to identify two processes that may be responsible for the acquisition of decision-making skills: rule learning and exemplar learning. Experiments 1 and 2 used the process dissociation procedure (L. L. Jacoby, 1998) to evaluate the contribution of these processes to performance. The results suggest that trainees used a mixture of rule and exemplar learning. Furthermore, these learning processes were influenced by different aspects of training structure and design. The goal of Experiment 3 was to develop training techniques that enable trainees to use a rule adaptively. Trainees were tested on cases that represented exceptions to the rule. Unexpectedly, the results suggest that providing general instruction regarding the kinds of conditions in which a decision rule does not apply caused them to fixate on the specific conditions mentioned and impaired their ability to identify other conditions in which the rule might not apply. The theoretical, methodological, and practical implications of the results are discussed.

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The Monash University Accident Research Centre (MUARC) in Melbourne, Australia, recently completed research which culminated in the development of a CD ROM-based perceptual and cognitive skills training product for young novice car drivers. This paper describes the design of an experiment, using an advanced driving simulator located at MUARC, to evaluate the instructional effectiveness of the product.

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