TY - JOUR
T1 - Neurocognitive Correlates of Young Drivers' Performance in a Driving Simulator
AU - Guinosso, Stephanie A.
AU - Johnson, Sara B.
AU - Schultheis, Maria T.
AU - Graefe, Anna C.
AU - Bishai, David M.
N1 - Funding Information:
Funding for this research was provided to the Johns Hopkins Center for Injury Research and Policy by: Centers for Disease Control and Prevention ( 1R18CE001339 ): Dissemination of Research in Child Safety.
Publisher Copyright:
© 2016 Society for Adolescent Health and Medicine. All rights reserved.
PY - 2016/4/1
Y1 - 2016/4/1
N2 - Purpose Differences in neurocognitive functioning may contribute to driving performance among young drivers. However, few studies have examined this relation. This pilot study investigated whether common neurocognitive measures were associated with driving performance among young drivers in a driving simulator. Methods Young drivers (19.8 years (standard deviation [SD] = 1.9; N = 74)) participated in a battery of neurocognitive assessments measuring general intellectual capacity (Full-Scale Intelligence Quotient, FSIQ) and executive functioning, including the Stroop Color-Word Test (cognitive inhibition), Wisconsin Card Sort Test-64 (cognitive flexibility), and Attention Network Task (alerting, orienting, and executive attention). Participants then drove in a simulated vehicle under two conditions - a baseline and driving challenge. During the driving challenge, participants completed a verbal working memory task to increase demand on executive attention. Multiple regression models were used to evaluate the relations between the neurocognitive measures and driving performance under the two conditions. Results FSIQ, cognitive inhibition, and alerting were associated with better driving performance at baseline. FSIQ and cognitive inhibition were also associated with better driving performance during the verbal challenge. Measures of cognitive flexibility, orienting, and conflict executive control were not associated with driving performance under either condition. Conclusions FSIQ and, to some extent, measures of executive function are associated with driving performance in a driving simulator. Further research is needed to determine if executive function is associated with more advanced driving performance under conditions that demand greater cognitive load.
AB - Purpose Differences in neurocognitive functioning may contribute to driving performance among young drivers. However, few studies have examined this relation. This pilot study investigated whether common neurocognitive measures were associated with driving performance among young drivers in a driving simulator. Methods Young drivers (19.8 years (standard deviation [SD] = 1.9; N = 74)) participated in a battery of neurocognitive assessments measuring general intellectual capacity (Full-Scale Intelligence Quotient, FSIQ) and executive functioning, including the Stroop Color-Word Test (cognitive inhibition), Wisconsin Card Sort Test-64 (cognitive flexibility), and Attention Network Task (alerting, orienting, and executive attention). Participants then drove in a simulated vehicle under two conditions - a baseline and driving challenge. During the driving challenge, participants completed a verbal working memory task to increase demand on executive attention. Multiple regression models were used to evaluate the relations between the neurocognitive measures and driving performance under the two conditions. Results FSIQ, cognitive inhibition, and alerting were associated with better driving performance at baseline. FSIQ and cognitive inhibition were also associated with better driving performance during the verbal challenge. Measures of cognitive flexibility, orienting, and conflict executive control were not associated with driving performance under either condition. Conclusions FSIQ and, to some extent, measures of executive function are associated with driving performance in a driving simulator. Further research is needed to determine if executive function is associated with more advanced driving performance under conditions that demand greater cognitive load.
KW - Adolescent
KW - Attention
KW - Driving
KW - Driving simulator
KW - Executive function
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U2 - 10.1016/j.jadohealth.2015.12.018
DO - 10.1016/j.jadohealth.2015.12.018
M3 - Article
C2 - 27013272
AN - SCOPUS:84962288184
SN - 1054-139X
VL - 58
SP - 467
EP - 473
JO - Journal of Adolescent Health
JF - Journal of Adolescent Health
IS - 4
ER -