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11 These findings allude to the fact that the relationship between executive function and driving in adolescents is complex and clearly in need of further research.Īdding to the complexity of executive function's role in teen adolescent driving is the variability found in performance-based measures of executive function. However, contrary to the pattern of poorer cognition predicting poorer driving performance, Ross, Jongen, Brijs, Ruiter, Brijs Wets found that better visuospatial working memory performance predicted increases in risky driving behaviors in adolescents, specifically involving running yellow lights and shorter following distances. Decreased response inhibition was also predictive of more collisions and longer responses to hazards in the driving simulator. Ross, Jongen, Brijs, Ruiter, Brijs, Wets 11 found that poor performance on inhibitory control and working memory measures, such as the cued go-no-go task and backwards digit span, predicted more variability in lane position using a driving simulator. working memory tasks), but not shifting or inhibition measures, predicted poor simulated driving performance in healthy, adolescent drivers. 6, 9, 10 Related to driving, Mäntylä, Karlsson, Marklund 2 found that poor performance on updating tasks (i.e. 2 Risky behaviors in adolescents, such as fighting, acting without thinking, and engagement in risky behavior, have been negatively associated with performance-based executive function domains including working memory and decision-making abilities. 8 Traditionally, executive function has been assessed through performance-based tasks, which involve using standardized assessments of specific cognitive processes or domains.
11.02 final exam drive ed drivers#
Poorer executive function has repeatedly been connected with negative driving outcomes in older adults and clinical populations however, this relationship has not been well investigated in adolescent drivers 2, 3, 7 despite continued brain development beyond adolescence. 4 Different from the developmental trajectories of sensory and motor areas, which are fully developed after the first few years of life, executive function cognitive processes and their related brain structures continue to develop past adolescence. 2, 3 Executive function is one such cognitive ability that involves higher level management of a broad set of processes including working memory, problem solving, planning prospective actions, attention, and multitasking. 1 Driving is a complex activity performed within a dynamic environment that is highly reliant on cognitive function. Motor vehicle collisions (MVCs) are one of the leading causes of injury and death for adolescents in the United States.