The Theory of Risk Homeostasis: Implications for Safety and Health

Wilde, Gerald J. S.

doi:10.1111/j.1539-6924.1982.tb01384.x

Cited by 874 publications

(438 citation statements)

References 26 publications

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“…Self-report (Rating Scale Mental E ort, RSME, Zijlstra, 1993;Verwey & Veltman, 1996), heart rate (HR) and HRV were used as measures of mental e ort. Heart rate is a more general measure of arousal, whereas, HRV is more speci®cally sensitive to cognitive processes involved with information manipulation in working memory (Aasman, Mulder, & Mulder, 1987;Wilson & Eggemeier, 1991;Wiethof, 1997).…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…That is, these models assumed an active role for the driver in dealing with task demands. Two approaches were highly in¯uential: the risk homeostasis theory (Wilde, 1982) and the zero-risk theory (Naatanen & Summula, 1976). The risk homeostasis theory proposed that driving behaviour is aimed at maintaining a subjective target risk level, i.e., drivers adjust their speed to keep subjective risk levels constant.…”

Section: Introductionmentioning

confidence: 99%

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Strategic changes in task performance in simulated car driving as an adaptive response to task demands

Cnossen

Rothengatter

Meijman

2000

Transportation Research Part F: Traffic Psychology and Behaviou

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Car drivers appear to reduce their driving speed in high task demand situations. Summala's [Safety Sci. 22 (1996) 103±117]; [in: J.A. Rothengatter, & E. Carbonell Vaya (Eds.), Tra c and Transport Psychology: Theory and Application, Pergamon, Oxford, 1997, pp. 41±52] model of behavioural adaptation (MBA) also assumes that drivers increase speed in low task demand situations or attend to additional tasks more. The present study investigated the relation between driving speed and task demands in simulated driving. Participants were observed under three speed conditions, driving fast, driving as if taking a driving test, and following a fast-driving car. The same route was driven twice under each of these speed conditions: once with and once without the concurrent performance of an auditory short-term memory task. All other things being equal, driving fast required more e ort than driving more slowly, which was not compensated for by better memory performance. This refutes one assumption of the MBA. When following a fast-driving car, participants invested less e ort than when driving fast. As auditory route guidance messages were embedded within the memory task, participants were forced to attend the memory task in all rides of the Fast and Accurate conditions, but not in the Car Following conditions. This can also explain why the memory task had no e ect on cognitive e ort. It is concluded that car drivers prioritise their task goals. Ó

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Section: Data Collection and Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Strategic changes in task performance in simulated car driving as an adaptive response to task demands

Cnossen

Rothengatter

Meijman

2000

Transportation Research Part F: Traffic Psychology and Behaviou

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“…Wilde's theory is ultimately formulated in terms of a servo-control model of individual behavior (Figure 8; see Figure 3 in Wilde (1982) for the thermostat analogy he is stipulating). Yet, this model is likely to have a meaning only at the aggregate level.…”

Section: Models With Mentalitymentioning

confidence: 99%

A Critical View of Driver Behavior Models: What Do We Know, What Should We Do?

Michon

1985

Human Behavior and Traffic Safety

905

691

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There appears to be a lack of new ideas in driver behavior modeling. Although behavioral research is under some pressure, it seems too facile to attribute this deplorable state of affairs only to a lack of research funds. In my opinion the causal chain may well run in the opposite direction. An analysis of what is wrong has led me to the conclusion that human factors research in the area of driver behavior has hardly been touched by the "cognitive revolution" that 'swept psychology in the past fifteen years. A more cognitive approach might seem advisable and the "promise of progress" of such an approach should be assessed.

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“…Norman, 1990), the new and sometimes arbitrary tasks created (e.g. Bainbridge, 1986), behavioural and risk adaptation (Wilde, 1982), and the panoply of effects arising simply from all the unplanned adaptions people perform in order to make a new technology suit their own needs and preferences (Clegg, 2000).…”

Section: Moving Forward From 'Hyper-rationality'mentioning

confidence: 99%