Easy listening or driving distraction? The relationship between audiobook complexity level and driving performance on simple routes
Notice bibliographique
Résumé
• While driving, drivers engage in a range of secondary activities that affect their performance. • When driving in a simple environment, listening to audiobooks may improve performance. • The working memory capacity of drivers and the text complexity of audiobooks have an impact on the outcomes. • Headway variability, steering, and brake response times are all improved by listening to a simple audiobook. • Steering variability and braking times are increased when listening to complex audiobooks. • Drivers with higher working memory capacities benefit the most, but only for simple audiobooks. Drivers engage in a variety of secondary activities while driving. Research suggests that many secondary tasks interfere with driving, making performance worse as compared to single-task driving, but a recent study suggests that in simple environments (low scenery and traffic) listening to an audiobook may actually benefit driving performance. Nonetheless, these effects may vary based on both the textual complexity of the audiobook and the working memory capacity of the driver. In this study, we used a driving simulator to compare single-task driving with that when the driver was listening to an audiobook (dual-task). We manipulated the complexity of the audiobook as measured by Lexile scores (a standard index of text difficulty). Licensed drivers did two 30-minute drives on simple roads, alternating between driving while listening to an audiobook (dual-task) or single-task driving. Drivers did one drive with the simple and the other with the complex audiobook (order counterbalanced). Listening to the simple audiobook improved driving performance as compared to single-task driving: braking response times to hazards were lower, as were steering and headway variability. Conversely, listening to the complex audiobook interfered with driving; braking times to hazards and steering variability were higher when drivers were listening to the audiobook than for single-task driving. Individual differences in working memory capacity as measured by the OSPAN (Operation Span) predicted how much listening to an audiobook benefitted performance, with the highest OSPAN scorers benefitting most, though these OSPAN -related differential benefits were restricted to reduced hazard response times while listening to the simple audiobook.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».