Measurement of Control Skills, Vigilance, and Performance on a Subsidiary Task during 12 Hours of Car Driving

Brown, I. D.; Simmonds, D. C. V.; Tickner, A. H.

doi:10.1080/00140136708930920

Cited by 58 publications

(25 citation statements)

References 8 publications

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“…For the latter, an Error Percentage (Brown 1967;de Fockert et al 2001) was calculated thus: Number of Errors/Number of Words spoken x 100; where a higher value would correspond to a higher Error Percentage. We did not observe any responses where there existed ambiguity about whether an item belonged to a fruit or a vegetable category.…”

Section: Cognitive Taskmentioning

confidence: 99%

Attention modulates adaptive motor learning in the ‘broken escalator’ paradigm

2014

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The physical stumble caused by stepping onto a stationary (broken) escalator represents a locomotor after-effect (LAE) that attests to a process of adaptive motor learning. Whether such learning is primarily explicit (requiring attention resources) or implicit (independent of attention) is unknown. To address this question, we diverted attention in the adaptation (MOVING) and aftereffect (AFTER) phases of the LAE by loading these phases with a secondary cognitive task (sequential naming of a vegetable, fruit, and a colour). Thirty-six healthy adults were randomly assigned to 3 equally sized groups. They performed 5 trials stepping onto a stationary sled (BEFORE), 5 with the sled moving (MOVING) and 5 with the sled stationary again (AFTER). A 'Dual-Task-MOVING (DTM)' group performed the dual-task in the MOVING phase and the 'DualTask-AFTEREFFECT (DTAE)' group in the AFTER phase. The 'control' group performed no dual-task. We recorded trunk displacement, gait velocity and gastrocnemius muscle EMG of the left (leading) leg. The DTM, but not the DTAE group, had larger trunk displacement during the MOVING phase, and a smaller trunk displacement aftereffect, compared to controls. Gait velocity was unaffected by the secondary cognitive task in either group. Thus, adaptive locomotor learning involves explicit learning, whereas, the expression of the aftereffect is automatic (implicit). During rehabilitation, patients should be actively encouraged to maintain maximal attention when learning new or challenging locomotor tasks.

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Section: Cognitive Taskmentioning

confidence: 99%

Attention modulates adaptive motor learning in the ‘broken escalator’ paradigm

2014

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“…His fascination with vehicles -he was an active off road motorcyclist, and a leading member of Cambridge Matchless Motorcycle Club, in his younger days -led him to apply himself to problems, or measurement challenges. 'Instrumentation' is perhaps romanticising what were ground breaking studies of drivers' ''spare mental capacity'' (Brown & Poulton, 1961;Brown, 1962), effects of listening to car radios in traffic (Brown, 1965a), their nuanced inability to deal with what would become telephone conversation while driving 3 (Brown, Tickner, & Simmonds, 1969), driver fatigue (Brown, 1965b(Brown, ,1967, the perceived ''seriousness'' of driving errors and offences (Brown & Copeman, 1975) and the exaggerated beliefs we appear to have in our own ability (Groeger & Brown, 1989). The latter is an example of how Ivan subtly challenged the received wisdom at the time, people may make 'optimal' decisions when they decide, but the temporal perspective of this optimisation is far shorter than one would have expected on the basis of utility theories.…”

mentioning

confidence: 98%

An instrumental scientist: Ivan D. Brown (1927–2014)

Groeger

2015

Transportation Research Part F: Traffic Psychology and Behaviou

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“…None of the investigators who examined brake usage measures found any effects Brown et al, 1966Brown et al, , 1967Greenshields, 1966;Lauer & Suhr, 1959).…”

Section: Overall Vehicle Controlmentioning

confidence: 99%