ORCID Profile
0000-0003-4762-9810
Current Organisation
Virginia Tech
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Publisher: Informa UK Limited
Date: 17-07-2012
DOI: 10.1080/00140139.2012.691994
Abstract: Although monotony is widely recognised as being detrimental to performance, its occurrence and effects are not yet well understood. This is despite the fact that task-related characteristics, such as monotony and low task demand, have been shown to contribute to performance decrements over time. Participants completed one of two simulated train-driving scenarios. Both were highly monotonous and differed only in terms of the level of cognitive demand required (i.e. low demand or high demand). These results highlight the seriously detrimental effects of the combination of monotony and low task demands and clearly show that even a relatively minor increase in cognitive demand can mitigate adverse monotony-related effects on performance for extended periods of time. Monotony is an inherent characteristic of transport industries, including rail, aviation and road transport, which can have adverse impact on safety, reliability and efficiency. This study highlights possible strategies for mitigating these adverse effects. Practitioner Summary: This study provides evidence for the importance of cognitive demand in mitigating monotony-related effects on performance. The results have clear implications for the rapid onset of performance deterioration in low demand monotonous tasks and demonstrate that these detrimental performance effects can be overcome with simple solutions, such as making the task more cognitively engaging.
Publisher: Informa UK Limited
Date: 29-09-2016
DOI: 10.1080/15389588.2016.1201201
Abstract: Fatigue has been shown to be a contributing factor in many large truck crashes. Long duty periods, irregular work schedules, and poor sleeping environments make fatigue a noteworthy concern in trucking operations. One way to limit fatigued driving is through prescriptive hours-of-service (HOS) regulations. This duty status information is typically recorded in written logs however, more trucking companies are moving toward electronic HOS recorders. These devices were first marketed as productivity tools however, more recently they have been touted for their safety benefits in reducing fatigued truck drivers (because falsifying electronic logs is difficult). The purpose of the current study was to assess the benefits of electronic logging devices (ELDs) on safety and HOS violations in trucks as they operated during normal revenue service. Data on crashes, HOS violations, mileage, and onboard safety systems were obtained from participating motor carriers. Although the final data sets included data from 11 carriers representing medium and large carriers (including a total of 82,943 crashes, 970 HOS violations, and 224,034 truck-years that drove a total of 15.6 billion miles), the data set in the study was skewed toward larger, for-hire carriers and may not represent the overall U.S. trucking population. After controlling for calendar year, carriers in the data set, onboard safety system status, and long-haul/regional indicator, ELD-equipped trucks had a significantly lower total crash rate (11.7% reduction), preventable crash rate (5.1% reduction), driving-related HOS violation rate (53% reduction), and non-driving-related HOS violation rate (49% reduction) than trucks not equipped with ELDs. The results show a clear safety benefit, in terms of crash and HOS violation reductions, for trucks equipped with ELDs.
Publisher: Elsevier BV
Date: 06-2021
Publisher: Wiley
Date: 2008
DOI: 10.1002/DYS.340
Abstract: Children with dyslexia have consistently been found to have a variety of deficits in motor, cognitive, and sensory processes however, the few studies that have been reported of the implicit learning ability of these children have produced conflicting results. The present study aimed to investigate the implicit learning abilities of children with developmental dyslexia using a simple cued reaction time task which has not been studied with this group previously. Twenty-three children with developmental dyslexia and 37 normally developing children, between the ages of 8 and 10 years, participated in the task. The results were consistent with the hypothesis in demonstrating that, despite an overall slowing in response times, dyslexic children show the same degree of implicit learning as normal readers, thus, providing evidence for an unimpaired implicit learning mechanism in dyslexic in iduals. These results hold implications for the underlying mechanisms of learning, as dyslexic in iduals who are impaired on explicit learning tasks, such as reading, spelling and writing, are unimpaired on implicit learning tasks. They suggest the existence of two separate systems of learning, each possessing distinct mechanisms.
No related grants have been discovered for Naomi Dunn.