Prevalence of driving distractions among high school student drivers in three Canadian cities
Bibliographic record
Abstract
Introduction Motor vehicle crashes are a leading cause of injury and hospitalisation for Canadian youth. Graduated Drivers Licensing have been implemented in several Canadian provinces. Purpose To assess the prevalence of compliance with rules and driving distractions among high school students in three Canadian cities (Halifax, Barrie and Vancouver) representing different geographic, socioeconomic and jurisdictional settings. Methods Observations were made at schools in the three cities. Schools were identified using school board websites and DMTI, a company that partners with universities to disseminate spatial data. Schools were classified into tertiles based on the income of their neighbourhood census tract, (2006 census). Trained observers attended each site for 30 min at end of the school day in May and June, 2009. Information on: drivers sex, driver seatbelt use, presence of an adult, number of youth passengers and four driver distractions: cell phone use, loud music, eating and smoking were noted. Results 417 observations were made at 40 schools. Among young drivers, the presence of at least one driver distraction was common (30.2% of cases). However, the type of distractions varied by province. The most common distraction was cell phone use in Vancouver. In Barrie and Halifax, the most common distraction was loud music. Distractions were seen more frequently among male drivers and drivers living in Vancouver. The effect of socioeconomic status varied by city. Seatbelt use was high in all sites. Conclusion Although many young drivers follow the rules, distractions remain common. Ongoing education and enforcement may improve youth driving behaviours further.
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How this classification was reachedexpand
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".