Effects of Verbal Tasks on Driving Simulator Performance

Autor/inn/en	Rann, Jonathan C.; Almor, Amit
Titel	Effects of Verbal Tasks on Driving Simulator Performance
Quelle	In: Cognitive Research: Principles and Implications, 7 (2022), Artikel 12 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rann, Jonathan C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-7464
DOI	10.1186/s41235-022-00357-x
Schlagwörter	Verbal Communication; Undergraduate Students; Computer Simulation; Motor Vehicles; Listening; Cues; Written Language; Visual Stimuli; Auditory Stimuli; Performance; Time; Comprehension; Measurement Techniques; Prompting + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Motor vehicle; Kraftwagen; Hörvorgang; Zuhören; Stichwort; Geschriebene Sprache; Auditive Stimulation; Achievement; Leistung; Zeit; Verstehen; Verständnis; Messtechnik; Benutzerführung
Abstract	We report results from a driving simulator paradigm we developed to test the fine temporal effects of verbal tasks on simultaneous tracking performance. A total of 74 undergraduate students participated in two experiments in which they controlled a cursor using the steering wheel to track a moving target and where the dependent measure was overall deviation from target. Experiment 1 tested tracking performance during slow and fast target speeds under conditions involving either no verbal input or output, passive listening to spoken prompts via headphones, or responding to spoken prompts. Experiment 2 was similar except that participants read written prompts overlain on the simulator screen instead of listening to spoken prompts. Performance in both experiments was worse during fast speeds and worst overall during responding conditions. Most significantly, fine scale time-course analysis revealed deteriorating tracking performance as participants prepared and began speaking and steadily improving performance while speaking. Additionally, post-block survey data revealed that conversation recall was best in responding conditions, and perceived difficulty increased with task complexity. Our study is the first to track temporal changes in interference at high resolution during the first hundreds of milliseconds of verbal production and comprehension. Our results are consistent with load-based theories of multitasking performance and show that language production, and, to a lesser extent, language comprehension tap resources also used for tracking. More generally, our paradigm provides a useful tool for measuring dynamical changes in tracking performance during verbal tasks due to the rapidly changing resource requirements of language production and comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01