But it isn’t just phones that can distract us while driving. Increasingly, vehicles come pre-installed with technology that promises to improve our lives and let us get that little bit more productivity out of our journey – be it digital assistants such as alexa or parking assist systems.The cognitive approach to learning many such technologies are designed to keep us safe, but could they actually be dangerous – giving us a false impression that our attention can be focused elsewhere?The cognitive approach to learning we have been finding out.

Interestingly, most drivers seem to support the view that hand-held phone use is risky, as it involves the driver potentially taking their hands off the wheel.The cognitive approach to learning they also know it is illegal. The problem is that many drivers still continue to use their phones “handsfree” behind the wheel, because the law allows them to do so providing their hands are on the wheel.The cognitive approach to learning this implies it is a safe alternative.

But research clearly shows that the driving behaviour and crash risk of a phone-using driver (whether that is hand-held or hands-free) is similar to, and sometimes worse than, that of a drunk driver.The cognitive approach to learning our research has shown that phone use carries a significant cost to a driver’s attention, making them far more prone to errors, including failures in visual perception and inability to detect and react to hazards.The cognitive approach to learning

We are continually introducing more technologies to our vehicles. Drivers can now ask alexa or google assistant a question, listen to text messages read aloud by the vehicle and use voice commands to initiate phone calls.The cognitive approach to learning all of this tech also works on the assumption that if it’s only your voice you are using, there are no safety implications.

Driving is complex and fast-paced, requiring the processing of information from multiple inputs, yet often we are made to feel as though it is easy.The cognitive approach to learning but demands on attention when driving vary from minute to minute, meaning any focus allocated elsewhere is a precious resource which may not be available when the driver faces an unexpected event.The cognitive approach to learning listening to music, however, is less of a problem as it isn’t interactive in the same way as other technologies.

As failure at the wheel can have devastating consequences, it is unsurprising that the idea of technological solutions to mitigate driver error are also becoming more common.The cognitive approach to learning it’s likely that beckham’s bentley has (at the very least) ABS, parking-assist, reversing sensors and lane-keeping technology. Such technology has led to a trend in advertising that encourages a belief that our modern cars can pretty much drive themselves.The cognitive approach to learning

But will these technologies increase safety, or could they encourage further distraction? Clearly, drivers are not great at respecting speed limits, so it may seem like a good idea to aim to take the choice of whether to speed or not out of our hands.The cognitive approach to learning to make something “techno-fixable” though, you need to reduce complex driving behaviour to dichotomies of “safe” and “dangerous”. Technology needs to be told which behaviour triggers which response in simple, binary terms as it cannot (yet) handle ifs and buts and context.The cognitive approach to learning but the risk is that this may encourage us to believe that 30mph, for example, is inherently safe, even when 20mph, or even less, might have been the safer choice.The cognitive approach to learning this is something we would like to explore further in our research.

Likewise, tech that warns a driver if they are showing signs of drowsiness or intoxication, and parks their car for them if they don’t respond correctly, could actually encourage drivers to think that they can drive when unfit because the car will step in and save them.The cognitive approach to learning technology can be marketed as improving safety, but safety requires understanding – not dichotomies.

At a time when we are no longer seeing year-on-year reductions in the number of people being killed or seriously injured on our roads, it seems clear that something radical needs to be done to get drivers’ focus back onto the driving task itself – and to challenge the perception that getting from A to B is a good opportunity to indulge in catching up on a bit of C.The cognitive approach to learning

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