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    <title>Transport Research International Documentation (TRID)</title>
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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
    <docs>http://blogs.law.harvard.edu/tech/rss</docs>
    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>Transport Research International Documentation (TRID)</title>
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      <title>Evaluation of eye-tracking as support in simulator training for maritime pilots</title>
      <link>https://trid.trb.org/View/2666514</link>
      <description><![CDATA[The Swedish Maritime Administration provides maritime pilotage when vessels operate in Swedish pilotage-obliged water. Through the maritime pilot's knowledge of the waterways and experience of maneuvering different types of vessels, the pilot contributes to ensure that maritime and environmental safety as well as accessibility can be maintained. In addition to skills in ship maneuvering, navigation and seamanship, the ability to interact with various types of technology, cultures and crews is also required. Each ship is unique in terms of propulsion, steering, navigation, and communication equipment as well as maneuvering and information instruments. With increased levels of automation, the demands on maritime pilots to interpret, understand and handle technology are increasing. Today, the maritime pilot training is based on a long tradition of apprenticeship, where the pilot's competence can be seen as implicit (tacit) knowledge developed through years of experience at sea. But, since the maritime pilot profession is a practice in change, it puts higher demands on the pilot training. One step is to find out the experienced maritime pilots' valuable tacit knowledge and transfer this to the next generation. Another step is to include new technology in teaching activities, such as using eye-tracking in simulator training. The purpose of this multidisciplinary research project was to investigate what it means to be a professionally competent maritime pilot, and how current training practitioners are organized for pilot students to develop professional competence. Also, how the training can be further developed to achieve improved quality.]]></description>
      <pubDate>Thu, 05 Feb 2026 08:33:03 GMT</pubDate>
      <guid>https://trid.trb.org/View/2666514</guid>
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    <item>
      <title>Shifting gears : automated driving on the eve of autonomous drive</title>
      <link>https://trid.trb.org/View/1894896</link>
      <description><![CDATA[The compelling images and promises attached to autonomous drive vehicles can easily create an impression that one can speak of a radical distinction between a self-driving future and a manual-driving present. Yet today’s drivers can already refer to their everyday driving as being experienced as though on ‘auto-pilot’, in which they are able to drive their cars while lost in things such as daydreams, conversations, or plans for their day ahead. This thesis aims to use cultural analysis in order to investigate this phenomenon of the automation of driving in everyday practice and the manner in which it shapes how drives can be experienced. The thesis analyzes historical and contemporary ethnographic material, collected in both Sweden and the United States, primarily through the theoretical concepts of practice, perception, and embodiment. In seeking to understand a driver’s encounters with automation in their vehicle it does not lose sight of the fact that driving occurs both within a social context as well as within a distinct space which is both framed and experienced through the materiality of the car. Beginning with a look at how the understanding of automation in driving has developed through an incremental process over time, the thesis progresses to an exploration of how drivers today can come to drive automatically and how such a capacity to drive automatically can shape their experience of driving as well as the significance that it holds for them.Such an analysis seeks to contribute towards furthering an understanding both of the manner in which everyday practices can become embodied as a form of tacit knowledge as well as the capacity of mobility systems to change, and be changed by, the individuals who engage with them. It argues that a driver’s existing experiences with automatic driving can, and will, shape their orientation towards any new forms of automated driving technology which they encounter in future use.]]></description>
      <pubDate>Wed, 01 Dec 2021 14:46:09 GMT</pubDate>
      <guid>https://trid.trb.org/View/1894896</guid>
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    <item>
      <title>B.C. Ministry of Transportation and Infrastructure's Engineer and Geoscientist-In-Training Program</title>
      <link>https://trid.trb.org/View/1754874</link>
      <description><![CDATA[Since the 1960s, our Engineer-in-Training (EIT) Program has been bringing top-quality engineers into the BC Public Service.  This succession planning and employee development program strategically considers forecasted vacancies and attrition within the engineering field and provides a detailed comprehensive training plan to develop qualified engineers.  EITs are hired into permanent positions and are under-implemented until they obtain their professional designation and demonstrate that they have met all of the requirements to perform at the full working level. The 5-year program provides participants with early-career opportunities to experience the diversity of the Ministry in a series of challenging assignments.  Working under the mentorship of a professional engineer, EITs follow a comprehensive training plan that guides them through onboarding, training, and clearly identifies competencies required in order to achieve the level of complexity, knowledge and experience required to qualify for their professional designation, as well as meet the competencies required of the ministry.  Finally, it offers flexibility to work at several locations before determining where the EITs talents best suit our business needs.  In 2016 the Ministry became an accredited employer with Engineering and Geoscientists of British Columbia. Participating EITs are registered on the employer’s recommendation, and their applications are expedited through the low-risk pathway towards professional registration.  Program participation also provides opportunities for continued professional development for engineers through mentor and assessor roles. Mentors and assessors are provided with a number of tools and resources to support them in understanding competency requirements to validate and assess an EITs work experience.  The program also partners with EGBC to identify assessors that review professional applications from EITs outside of the Ministry, supporting Canada’s transportation community.  The Ministry has seen very successful retention rates of EITs that graduate out of the program and often become mentors for future EITs.  Participants value innovation and creativity. Working together, this program allows for contribution to improved practices in the overall transportation community. The program also creates an opportunity to bring awareness to important issues surrounding diversity and inclusion including genderbased analysis plus, and guide our journey towards reconciliation with Indigenous peoples.]]></description>
      <pubDate>Tue, 01 Dec 2020 13:57:55 GMT</pubDate>
      <guid>https://trid.trb.org/View/1754874</guid>
    </item>
    <item>
      <title>TRACE - utökning av ADVanCE med lastbilar + utvärdering av förarutbildning</title>
      <link>https://trid.trb.org/View/1748921</link>
      <description><![CDATA[Purpose and goal: Compared to other road types, the number of cyclists killed and seriously injured has not decreased. One situation that is particularly dangerous is when heavy vehicles turn right at intersections and cyclists continue straight ahead. Within TRACE it was investigated whether truck driving experience in urban traffic has an effect on the strategies used in interaction with cyclists. It was also investigated whether a training for predictive driving would improve this interaction. Expected results and effects: It turned out that the intersection design and surrounding traffic had a greater influence on the driver´s behaviour than the driver´s experience in urban traffic. If anything, the inexperienced drivers showed more cautious behaviour. The training led to changes in speed and interaction strategy. The gaze behaviour generally varied more between individuals than between groups. The drivers were positive about the training and reported to a varying extent that they had acquired knowledge that they could use in their future driving. Approach and implementation: The method was a semi-controlled field study with 29 participants. Fifteen had little or no experience of driving a truck in city traffic, while 14 had high experience. The subjects who were experienced in city traffic participated only in one data collection session. In addition, those with less experience in city traffic participated in a training, as well as in another data collection session a few weeks after the education. The training was concerned with predictive driving, where interactions with unprotected road users were also addressed.]]></description>
      <pubDate>Mon, 02 Nov 2020 14:09:56 GMT</pubDate>
      <guid>https://trid.trb.org/View/1748921</guid>
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    <item>
      <title>Inattentional Blindness in Expert Drivers</title>
      <link>https://trid.trb.org/View/1503494</link>
      <description><![CDATA[A failure to detect an obvious, but unexpected object when attention is engaged elsewhere, is known as Inattentional Blindness (IB) (Mack & Rock, 1998), and in driving tasks, can be an indication of situation awareness and hazard detection. In this study we used a static, driving-related IB paradigm to investigate how experts allocate attention and filter information when driving. We demonstrated that expert drivers were better than non-expert drivers in selectively filtering important and unimportant information in driving scenarios. The results are central in understanding how expert drivers allocate attention when driving, and have implications for driver training programs.]]></description>
      <pubDate>Thu, 01 Mar 2018 10:04:37 GMT</pubDate>
      <guid>https://trid.trb.org/View/1503494</guid>
    </item>
    <item>
      <title>Expert Drivers and Situational Awareness</title>
      <link>https://trid.trb.org/View/1503482</link>
      <description><![CDATA[Situational Awareness (SA) refers to knowing what is happening around you, and is closely related to task performance and safety. Here, we were interested in how SA differs between expert (paramedics) and non-expert drivers, controlling for memory, driving experience and age. We demonstrated that non-experts were better at reporting low-level perceptual features (e.g., “there is a blue car”), but experts were better at understanding the situation and predicting future events (e.g.,”that car may pull out into the lane we are in”). The results are discussed in terms of rapid strategy development that might occur with experts compared with non-expert drivers.]]></description>
      <pubDate>Thu, 01 Mar 2018 10:03:18 GMT</pubDate>
      <guid>https://trid.trb.org/View/1503482</guid>
    </item>
    <item>
      <title>Are experienced drivers quicker to regain full situation awareness in scenarios involving transfer of control from the automation to the driver?</title>
      <link>https://trid.trb.org/View/1454137</link>
      <description><![CDATA[Studies that examine the driver's ability to seamlessly return to the driving task following a period of autonomous driving typically look at driving stability or reaction time metrics post-automation to gauge the success of a transfer of control from the automated driving suite (ADS) to the driver (e.g., Gold, Dambock, Lorenz, & Bengler, 2013; Merat, Jamson, Lai, Daly, & Carsten, 2014). While these metrics are undoubtedly related to safe driving and consequently, successful transfer of control, these metrics do not fully gauge the driver's situational awareness. Accordingly, Samuel and Fisher (2016, accepted) used hazard anticipation as a proxy for situational awareness to better understand drivers' ability to resume control of the vehicle following a period of autonomous driving. These researchers determined that after a period of autonomous driving a minimum of 8 seconds was required for drivers to achieve the same level of situational awareness that is typically associated with manual driving. However, this 8 second minimum transfer of control alerting time (TOCAT) was derived from a sample of relatively inexperienced drivers (18-22 years of age). Considering that experienced drivers are better at anticipating hazards compared to inexperienced drivers (Pradhan, Hammel, DeRamus, Pollatsek, Noyce & Fisher, 2005), it is possible that experienced drivers may require less time to achieve situational awareness in driving scenarios involving transfer of control from automation. This would increase our understanding of how to individualize the TOCAT as well as our understanding of whether hazard anticipation is a good proxy for situation awareness.]]></description>
      <pubDate>Thu, 09 Feb 2017 12:09:03 GMT</pubDate>
      <guid>https://trid.trb.org/View/1454137</guid>
    </item>
    <item>
      <title>Off the beaten track: situation awareness in experienced and novice off-road drivers</title>
      <link>https://trid.trb.org/View/1436033</link>
      <description><![CDATA[Off-road driving describes a driving task undertaken on a surface other than an engineered durable roadway surface such as concrete or asphalt. This may include activities such as driving on beaches, dirt roads, or traversing open country with no designated roadways. It is both a popular pastime and a necessary undertaking for drivers worldwide. Indeed it is conservatively estimated that globally more than 50% of government controlled and managed roadways are unsealed. As with conventional driving, crashes and fatalities occur in off-road driving. Despite this, the study of these common driving environments has been limited (Stevens & Salmon, 2016). A notable aspect of recent fatal crashes in beach driving has been the identified role of inexperienced drivers in causing the crash. This paper presents the results of an exploratory off-road naturalistic driving study which utilised Verbal Protocol Analysis to assess situation awareness in novice and expert drivers. The findings revealed important differences between the novice and expert drivers relating to the information used, the strategies adopted, and the general driving approach. The implications for off-road driving such as beach driving are discussed.]]></description>
      <pubDate>Mon, 28 Nov 2016 14:39:05 GMT</pubDate>
      <guid>https://trid.trb.org/View/1436033</guid>
    </item>
    <item>
      <title>Untersuchung fahrerspezifischer Aspekte beim hochautomatisierten Fahren </title>
      <link>https://trid.trb.org/View/1417042</link>
      <description><![CDATA[Die kontinuierliche Weiterentwicklung von Assistenzsystemen fuehrt zu teil- und hochautomatischen Auspraegungen, bei denen sowohl die Laengs- als auch die Querfuehrung des Fahrzeugs vom System uebernommen wird. Gemaess den definierten Stufen des Automatisierten Fahrens ist es bei einem hochautomatisierten System nicht erforderlich, dass der Fahrer das System dauerhaft ueberwacht. Der Fahrer kann sich zeitweise mit fahrfremden Taetigkeiten beschaeftigen. Das System erkennt das Erreichen der Systemgrenzen und fordert den Fahrer auf, innerhalb einer definierten Zeitreserve die Fahrzeugfuehrung wieder zu uebernehmen. Im Rahmen des Projekts sollen Studien durchgefuehrt werden, die das zu erwartende Nutzerverhalten nach laengerer Systemerfahrung unter natuerlich auftretenden Bedingungen analysiert. Ausserdem wird auch der Einfluss der Systemauslegung auf das Nutzererleben und -verhalten analysiert. ABSTRACT IN ENGLISH: The ongoing development of assistance systems for drivers has given rise to both semi- and highly-automated functions which result in both the longitudinal and lateral control of a vehicle being taken over by a system. In accordance with the defined stages of automated driving, the driver is not required to continuously monitor the system. The system is programmed to identify when it has reached the limits of its capabilities and then to ask the driver to retake control of the vehicle within a defined period of time. This project seeks to carry out studies analysing anticipated user behaviour following extensive user experience working with the system under naturally occurring conditions. In addition, studies will also analyse the influence of systems configurations on user experience and behaviour. ]]></description>
      <pubDate>Mon, 25 Jul 2016 05:04:23 GMT</pubDate>
      <guid>https://trid.trb.org/View/1417042</guid>
    </item>
    <item>
      <title>Monitoring changes from 1999 to 2014 in the amount of supervised driving experience accrued by Victorian learner drivers</title>
      <link>https://trid.trb.org/View/1399443</link>
      <description><![CDATA[Newly-licensed drivers are over-represented in crashes. As higher levels of learner supervised driving are associated with a decreased crash risk post-licensing, road safety stakeholders have actively encouraged increased amounts of supervised driving since the mid 1990’s in Victoria, Australia. VicRoads introduced a mandatory minimum 120 hours supervised practice whilst on a learner permit in 2007. The Victorian Learner Monitor survey has tracked changes in driving experience (both supervised practice and lessons with professional instructors) accumulated by different learner permit holders across the years 1999, 2000, 2004, 2005, 2007, 2008, 2009, 2010 and 2014. Each survey year, around 1300 Victorian learner drivers at different stages of learning to drive are surveyed, as well as 200 newly-licensed Victorian drivers. A study was undertaken to analyse changes in learner driver experience since the first wave of the Learner Monitor survey in terms of a) progress in achieving the minimum target of 120 hours practice over the entire permit period and, b) progress in increasing weekly driving practice - both the likelihood of such practice in every week and the average practice time in those weeks where there is some practice. This paper presents key findings from this study. Those aged 16 years at learner permit acquisition are now averaging 137 hours of practice. Those aged 17 at learner permit acquisition are now averaging 127 hours of practice. The results are discussed in terms of which learner subgroups require more targeted interventions to achieve the minimum supervised learner 120 hour practice target in Victoria.]]></description>
      <pubDate>Fri, 26 Feb 2016 09:24:18 GMT</pubDate>
      <guid>https://trid.trb.org/View/1399443</guid>
    </item>
    <item>
      <title>Longitudinal patterns in older drivers’ speeding behaviour</title>
      <link>https://trid.trb.org/View/1399440</link>
      <description><![CDATA[Older drivers are at increased risk of involvement in casualty crashes and injury compared to younger drivers. Speeding increases crash risk and resulting injury severity. However, there is little objective evidence about older drivers’ speeding or factors that may influence this behaviour. This study investigated the prevalence and nature of speeding over a year, and whether cognitive and visual function, age, gender or driving history influenced speeding.]]></description>
      <pubDate>Fri, 26 Feb 2016 09:23:57 GMT</pubDate>
      <guid>https://trid.trb.org/View/1399440</guid>
    </item>
    <item>
      <title>Learner driver mentor programs: stakeholder perspectives on an ideal program</title>
      <link>https://trid.trb.org/View/1399437</link>
      <description><![CDATA[This study investigated the development and operation of Learner Driver Mentor Programs (LDMPs). LDMPs are used throughout Australia to assist young learner drivers to gain supervised on-road driving experience through coordinated access to vehicles and supervisors. There is a significant lack of research regarding these programs. In this study, 41 stakeholders including representatives from existing or ceased LDMPs as well as representatives of other groups completed a questionnaire in either survey or interview format. The questionnaire sought information about the objectives of LDMPs, any social problems that were targeted as well as the characteristics of an ideal program and what could be done to improve them. Stakeholders indicated that LDMPs were targeted at local communities and, therefore, there should be a clear local need for the program as well as community ownership and involvement in the program. Additionally, the program needed to be accessible and provide clear positive outcomes for mentees. The most common suggestion to improve LDMPs related to the provision of greater funding and sponsorship, particularly in relation to the vehicles used within the programs. LDMPs appear to have an important role in facilitating young learner drivers to acquire the appropriate number of supervised hours of driving practice. However, while a number of factors appear related to a successful program, the program must remain flexible and suitable for its local community. There is a clear need to complete evaluations of existing programs to ensure that future LDMPs and modifications to existing programs are evidence-based.]]></description>
      <pubDate>Fri, 26 Feb 2016 09:23:37 GMT</pubDate>
      <guid>https://trid.trb.org/View/1399437</guid>
    </item>
    <item>
      <title>Implementing best practice principles in the delivery of a learner driver mentor program in rural Queensland: a case study report</title>
      <link>https://trid.trb.org/View/1399430</link>
      <description><![CDATA[Learner Driver Mentor Programs (LDMPs) assist disadvantaged learner drivers to gain supervised on-road driving experience by providing access to vehicles and volunteer mentors. In the absence of existing research investigating the implementation of Best Practice principles in LDMPs, this case study examines successful program operation in the context of a rural town setting. The study is based on an existing Best Practice model for LDMPs, and triangulation of data from a mentor focus group, interviews with program stakeholders, and an in-depth interview with the site-based program development officer. The data presented is based upon selected findings of the broader evaluation study. Preliminary findings regarding driving session management, support of mentors and mentees, and building and maintaining relationships with program stakeholders, are discussed. Key findings relate to the importance of relationships in engagement with the program and collaborating across sectors to achieve a range of positive outcomes for learners. The findings highlight the need for the program to be relevant and responsive to the requirements of the population and the context in which it is operating.]]></description>
      <pubDate>Fri, 26 Feb 2016 09:22:46 GMT</pubDate>
      <guid>https://trid.trb.org/View/1399430</guid>
    </item>
    <item>
      <title>Learner Driver Mentor Programs (LDMPs): a long term review</title>
      <link>https://trid.trb.org/View/1354108</link>
      <description><![CDATA[Learner Driver Mentor Programs (LDMPs) emerged during the 2000s as a social support strategy to assist young people attain their driver licence, often for purposes of employment. With the 2007 increase in mandatory supervised driving hours for young people in NSW to 120 hours, LDMPs were seen as a good option for meeting a need amongst some disadvantaged young people who had difficulty accessing supervising drivers and/or vehicles. In 2009, Youthsafe comprehensively reviewed the issue, including completing a literature review; conducting Australia wide surveys and interviews with key stakeholders; and running public seminars. This preliminary work resulted in an enquiry service established by Youthsafe and supported by Transport for NSW. A &lsquo;Tool kit for developing Learner Driver Mentor Programs&rsquo; for community professionals planning and running LDMPs was then published by Youthsafe in 2012. Greater on-road driving experience for learners has proven to be significant in reducing young driver deaths and injuries. For this reason Youthsafe&rsquo;s &lsquo;Tool kit&rsquo; was specifically designed to reinforce the road safety benefits of supervised driving, as well as providing practical guidance for the conduct of LDMPs. Youthsafe&rsquo;s mentor training programs and co-ordinator networking sessions likewise focus on road safety.]]></description>
      <pubDate>Fri, 15 May 2015 12:17:29 GMT</pubDate>
      <guid>https://trid.trb.org/View/1354108</guid>
    </item>
    <item>
      <title>Behaviour and mental workload in driving a vehicle: a Portuguese contribution</title>
      <link>https://trid.trb.org/View/1328411</link>
      <description><![CDATA[This communication aims to briefly present the current Portuguese context with regard to methodologies for psychological assessment of drivers and learning models in the task of driving; it also presents the results from part of a study made in Portugal in relation to behaviour and mental workload during the driving task, both in learners and experienced drivers. (A)]]></description>
      <pubDate>Mon, 02 Feb 2015 10:22:43 GMT</pubDate>
      <guid>https://trid.trb.org/View/1328411</guid>
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