The Role of Working Memory in Supporting Drivers’ Situation Awareness for Surrounding Traffic
Why this work is in the frame
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Bibliographic record
Abstract
OBJECTIVE: To link working memory to driver situational awareness (SA) for surrounding traffic. BACKGROUND: Operating a motor vehicle is a complex activity that requires drivers to maintain a high level of SA. Working memory has been conceptually linked to SA; however, the roles of working memory subsystems in supporting driver SA is unclear. METHOD: Participants drove a simulated vehicle and monitored surrounding traffic while concurrently performing either visuospatial- or phonological-load tasks. Drivers' SA was indexed as the ability to recall the positions of the surrounding traffic relative to their own vehicle at the end of each trial. RESULTS: In Experiment I, a visuospatial task interfered with drivers' ability to recall the positions of traffic located in front of their vehicle. In contrast, a phonological task interfered with drivers' ability to recall the positions of traffic located behind their vehicle. Experiment 2 confirmed and extended the findings of Experiment I with the use of different visuospatial- and phonological-load tasks. CONCLUSION: Visuospatial and phonological codes play a role in supporting driver SA for traffic located in the forward view and the rear view, respectively. APPLICATION: Drivers' SA for surrounding vehicles is disrupted by concurrent performance on secondary tasks. The development and implementation of new in-cabin communication, navigation, and informational technologies needs to be done with the knowledge that components of drivers' working memory capacity may be exceeded, thereby compromising driving safety.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it