Anticipating the content and circumstances of skill transfer: Unrealistic expectations of driver training and graduated licensing?
Anticipating the content and circumstances of skill transfer: Unrealistic expectations of driver training and graduated licensing?
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DOI：
10.1080/00140130701318723
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发表时间：
2007-08-01
期刊：
影响因子：
2.4
通讯作者：
Banks, A. P.
中科院分区：
文献类型：
--
作者：
Groeger, J. A.;Banks, A. P.
有大量证据表明，驾驶技能在驾驶员培训期间得到了提高，但这种正式培训的长期安全效益尚未得到证实。限制新获得驾照的驾驶员接触更危险的驾驶环境（如分级驾驶员执照 (GDL) 制度）可明显降低碰撞风险，但在放宽限制后，驾驶员仍面临风险。 GDL 和大多数其他许可制度主张增加基本培训和实践，但此后既不需要高级培训，也不需要系统地增加风险暴露。假设在正式培训期间获得的 14 项基本技能将积极转移到新的、要求更高的交通环境中。本文回顾了这些假设的理论基础，并提供了一种系统地确定所需转移程度的方法。结论是，训练期间或训练之后学到的知识对于以后的驾驶有安全益处的假设几乎没有理论或经验基础。
There is substantial evidence that driving skills improve during driver training, but the long-term safety benefit of such formal training remains unproven. Restricting the exposure of newly licensed drivers to more hazardous driving circumstances, as in graduated driver licensing (GDL) regimes, demonstrably reduces crash risk, but drivers remain at risk after the restrictions are eased. GDL and most other licensing regimes advocate increased basic training and practice, but thereafter require neither advanced training nor systematic increase in exposure to risk. This assumes that basic 14 skills acquired during formal training will transfer positively to new and more demanding traffic circumstances. This paper reviews the theoretical basis for these assumptions and offers a way of systematically identifying the extent of transfer desired. It is concluded that there is little theoretical or empirical foundation for the supposition that what is learned during or after training will have a safety benefit in later driving.