The paper examines briefly the curricula of American high school driver training courses and then deals at length with the relatively large number of research studies made over the past decade or so in the field of driver education. Little research effort appears to have been put into the design and validation of training course curricula and the literature reveals an exclusive concern with the idfficulties attendant upon attempts to evaluate course effectiveness in terms of some criterion variable such as the number of reported accidents or traffic violations. Some consideration is given to the possible use of performance measures of class and in-car work as criterion measures, in place of accident data, but the point emerges that if driver education is to be justified on more than purely educational grounds, then the relationships between such performance measures and the ultimate criteria of accidents and traffic violations must be demonstrated. A case is thus made for a truly experimental study in which the random assignment of subjects to experimental conditions virtually precludes the possibility of systematic motivational bias occurring as extraneous variable. The paper ends with a brief outline of such an experiment involving 1200 British grammer school students currently in progress in the Centre for Transport Studies, University of Salford. /Author/

  • Supplemental Notes:
    • Presented at the Sumposium on Psychological Aspects of Driver Behavior, Vol. 2-Applied Research.
  • Corporate Authors:

    Road Safety Research Foundation

    P.O. Box 71, Deernsstraat 1
    Voorburg 2110,   Netherlands 
  • Authors:
    • RAYMOND, S
    • RISK, A W
  • Publication Date: 1971-8

Media Info

  • Features: References;
  • Pagination: 20 p.

Subject/Index Terms

Filing Info

  • Accession Number: 00099569
  • Record Type: Publication
  • Source Agency: National Safety Council Safety Research Info Serv
  • Files: TRIS
  • Created Date: Nov 5 1975 12:00AM