Repeated conditionally automated driving on the road: How do drivers leave the loop over time?

The goal of this on the road driving study was to investigate how drivers adapt their behavior when driving with conditional vehicle automation (SAE L3) on different occasions. Specifically, we focused on changes in how fast drivers took over control from automation and how their gaze off the road changed over time. On each of three consecutive days, 21 participants drove for 50 min, in a conditionally automated vehicle (Wizard of Oz methodology), on a typical German commuting highway. Over these rides the take-over behavior and gaze behavior were analyzed. The data show that drivers' reactions to non-critical, system initiated, take-overs took about 5.62 s and did not change within individual rides, but on average became 0.72 s faster over the three rides. After these self-paced take-over requests a final urgent take-over request was issued at the end of the third ride. In this scenario participants took over rapidly with an average of 5.28 s. This urgent take-over time was not found to be different from the self-paced take-over requests in the same ride. Regarding gaze behavior, participants' overall longest glance off the road and the percentage of time looked off the road increased within each ride, but stayed stable over the three rides. Taken together, our results suggest that drivers regularly leave the loop by gazing off the road, but multiple exposures to take-over situations in automated driving allow drivers to come back into loop faster.

Keeping the driver in the loop through semi-automated or manual lane changes in conditionally automated driving.

In the current study we investigated if drivers of conditionally automated vehicles can be kept in the loop through lane change maneuvers. More specifically, we examined whether involving drivers in lane-changes during a conditionally automated ride can influence critical take-over behavior and keep drivers' gaze on the road. In a repeated measures driving simulator study (n = 85), drivers drove the same route three times, each trial containing four lane changes that were all either (1) automated, (2) semi-automated or (3) manual. Each ride ended with a critical take-over situation that could be solved by braking and/or steering. Critical take-over reactions were analyzed with a linear mixed model and parametric accelerated failure time survival analysis. As expected, semi-automated and manual lane changes throughout the ride led to 13.5% and 17.0% faster maximum deceleration compared to automated lane changes. Additionally, semi-automated and manual lane changes improved the quality of the take-over by significantly decreasing standard deviation of the steering wheel angle. Unexpectedly, drivers in the semi-automated condition were slowest to start the braking maneuver. This may have been caused by the drivers' confusion as to how the semi-automated system would react. Additionally, the percentage gaze off-the-road was significantly decreased by the semi-automated (6.0%) and manual (6.6%) lane changes. Taken together, the results suggest that semi-automated and manual transitions may be an alarm-free instrument which developers could use to help maintain drivers' perception-action loop and improve automated driving safety.

Development of an Age Band on the ManuVis for 3-Year-Old Children with Visual Impairments.

AIM: To compare fine motor performance of 3-year-old children with visual impairment with peers having normal vision, to provide reference scores for 3-year-old children with visual impairment on the ManuVis, and to assess inter-rater reliability. METHOD: 26 children with visual impairment (mean age: 3 years 7 months (SD 3 months); 17 boys) and 28 children with normal vision (mean age: 3 years 7 months (SD 4 months); 14 boys) participated in the study. The ManuVis age band for 3-year-old children comprised two one-handed tasks, two two-handed tasks, and a pre-writing task. RESULTS: Children with visual impairment needed more time on all tasks (p < .01) and performed the pre-writing task less accurately than children with normal vision (p < .001). Children aged 42-47 months performed significantly faster on two tasks and had better total scores than children aged 36-41 months (p < .05). Inter-rater reliability was excellent (Intra-class Correlation Coefficient = 0.96-0.99). CONCLUSIONS: The ManuVis age band for 3-year-old children is appropriate to assess fine motor skills, and is sensitive to differences between children with visual impairment and normal vision and between half-year age groups. Reference scores are provided for 3-year-old children with visual impairment to identify delayed fine motor development.

A trade-off study revealing nested timescales of constraint.

This study investigates human performance in a cyclic Fitts task at three different scales of observation, either in the presence (difficult condition) or in the absence (easy condition) of a speed-accuracy trade-off. At the fastest scale, the harmonicity of the back and forth movements, which reflects the dissipation of mechanical energy, was measured within the timeframe of single trials. At an intermediate scale, speed and accuracy measures were determined over a trial. The slowest scale pertains to the temporal structure of movement variability, which evolves over multiple trials. In the difficult condition, reliable correlations across each of the measures corroborated a coupling of nested scales of performance. Participants who predominantly emphasized the speed-side of the trade-off (despite the instruction to be both fast and accurate) produced more harmonic movements and clearer 1/f scaling in the produced movement time series, but were less accurate and produced more random variability in the produced movement amplitudes (vice versa for more accurate participants). This implied that speed-accuracy trade-off was accompanied by a trade-off between temporal and spatial streams of 1/f scaling, as confirmed by entropy measures. In the easy condition, however, no trade-offs nor couplings among scales of performance were observed. Together, these results suggest that 1/f scaling is more than just a byproduct of cognition. These findings rather support the claim that interaction-dominant dynamics constitute a coordinative basis for goal-directed behavior.

An interaction-dominant perspective on reading fluency and dyslexia.

The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and recurrence quantification analysis) that employ background noise as metrics of reading fluency. These measures gauge the extent of interdependence across, rather than within, cognitive components. In this study, we investigated dyslexic and non-dyslexic word-naming performance in beginning readers and observed that these complexity metrics differentiate reliably between dyslexic and average response times and correlate strongly with the severity of the reading impairment. The direction of change in the introduced metrics suggests that developmental dyslexia resides from dynamical instabilities in the coordination among the many components necessary to read, which could explain why dyslexic readers score below average on so many distinct tasks and modalities.

Does sample rate introduce an artifact in spectral analysis of continuous processes?

Spectral analysis is a widely used method to estimate 1/f(α) noise in behavioral and physiological data series. The aim of this paper is to achieve a more solid appreciation for the effects of periodic sampling on the outcomes of spectral analysis. It is shown that spectral analysis is biased by the choice of sample rate because denser sampling comes with lower amplitude fluctuations at the highest frequencies. Here we introduce an analytical strategy that compensates for this effect by focusing on a fixed amount, rather than a fixed percentage of the lowest frequencies in a power spectrum. Using this strategy, estimates of the degree of 1/f(α) noise become robust against sample rate conversion and more sensitive overall. Altogether, the present contribution may shed new light on known discrepancies in the psychological literature on 1/f(α) noise, and may provide a means to achieve a more solid framework for 1/f(α) noise in continuous processes.

Improvement of fine motor skills in children with visual impairment: an explorative study.

In this study we analysed the potential spin-off of magnifier training on the fine-motor skills of visually impaired children. The fine-motor skills of 4- and 5-year-old visually impaired children were assessed using the manual skills test for children (6-12 years) with a visual impairment (ManuVis) and movement assessment for children (Movement ABC), before and after receiving a 12-sessions training within a 6-weeks period. The training was designed to practice the use of a stand magnifier, as part of a larger research project on low-vision aids. In this study, fifteen children trained with a magnifier; seven without. Sixteen children had nystagmus. In this group head orientation (ocular torticollis) was monitored. Results showed an age-related progress in children's fine-motor skills after the training, irrespective of magnifier condition: performance speed of the ManuVis items went from 333.4s to 273.6s on average. Accuracy in the writing tasks also increased. Finally, for the children with nystagmus, an increase of ocular torticollis was found. These results suggest a careful reconsideration of which intervention is most effective for enhancing perceptuomotor performance in visually impaired children: specific 'fine-motor' training or 'non-specific' visual-attention training with a magnifier.

Low vision aids for visually impaired children: a perception-action perspective.

It is a widely accepted belief in clinical practice that children with a visual impairment can profit from the use of a low vision aid (LVA). However, we found a considerable gap in our scientific understanding of LVA use, particularly in young children. This is the reason for the analysis presented in this paper. A selected overview of LVA use in adults is given, from which valuable insights are taken. Additionally, an action perspective for analysing LVA use is discussed as well as the results of tool-use studies in children. Mainly based on these three ingredients, we developed a conceptual framework for LVA use. The framework consists of three interacting relations between LVA, child and task. Performance of a particular child on a specific task with a certain LVA is constrained by the following three reciprocal and dynamic relations: the Child-to-Task relation (related to goal-information), the Child-to-LVA relation (related to control-information), and the LVA-to-Task relation (related to topology information).