Age differences in simulated driving performance: compensatory processes.

In the context of driving, the reported experiment examines compensatory processes for age-related declines in cognitive ability. Younger (26-40 years) and older (60+ years) participants (n=22 each group) performed a car following task in a driving simulator. Several performance measures were recorded, including assessments of anticipation of unfolding traffic events. Participants also completed a range of measures of cognitive ability - including both fluid and crystallised abilities. Three examples of age-related compensation are reported: (i) older drivers adopted longer headways than younger drivers. Data were consistent with this being compensation for an age-related deficit in complex reaction time; (ii) older drivers with relatively higher cognitive ability anticipated traffic events more frequently, whereas the reverse pattern was found for younger drivers; and, (iii) older drivers with greater crystallised ability were less reliant on spatial ability to maintain lane position. Consistent with theories of 'cognitive reserve', interactions between crystallised ability and age for self-report workload suggested that compensation for age-related cognitive ability deficits required investment of additional effort. Results are considered in the context of the prospects of further assessment of older drivers.

Mobile (cellular) phone use and driving: a critical review of research methodology.

Studies have examined possible effects of concurrent mobile phone use on driving performance. Although interference is often apparent, determining the implications of such findings for 'real world' driving is problematic. This paper considers some relevant methodological issues including the definition of procedures and terms, operationalization of task elements, sampling of task components, and the provision of experimental controls. Suggestions are made about how methodological rigor could be improved.

Acquisition and application of new technology skills: the influence of age.

This paper reviews the literature relating to the effects of ageing on the acquisition and application of new technology skills. Experiential, physiological, and cognitive factors are identified that place older adults at a disadvantage, relative to younger adults, when using new technologies. Consistent with this position, experimental evidence indicates an advantage for younger adults in speed of task performance, coupled with a tendency toward greater accuracy. The possibility that these differences can be overcome by means of training intervention is considered. However, it seems that age differences in performance persist, regardless of a training regime. Although some older adults are capable of high levels of performance, these tend to be individuals of high cognitive ability, relative to their peers. When age group means are considered, the only way that older adults are able to equal the performance of younger adults on new technology tasks is through additional practice.

Ageing and word processing competence: compensation or compilation?

Composition and compilation were examined as two alternative hypotheses relating to 'cognitive competence' in older adults. Techniques of molar equivalence-molecular decomposition (ME-MD) and molecular equivalence-molar analysis (ME-MA) were used to investigate performance of experienced (over 100 hours) younger (18-30 years) and older (45-66 years) adults on a word processing task, requiring insertion and deletion of words from passages of text. There was some indication that typing skill may form the basis of a compensatory mechanism. However, differences between 'good' and 'poor' performers in the older sample supported the position that high levels of complex task skill in older adults are associated with the possession (possibly through maintenance) of high levels of basic cognitive capacities, and are not related to the integration of molecular task components.

Task analysis for the investigation of human error in safety-critical software design: a convergent methods approach.

An investigation was conducted into sources of error within a safety-critical software design task. A number of convergent methods of task- and error-analysis were systematically applied: hierarchical task analysis (HTA), error log audit, error observation, work sample and laboratory experiment. HTA, which provided the framework for the deployment of subsequent methods, revealed possible weaknesses in the areas of task automation and job organization. Application of other methods within this more circumscribed context focused on the impact of task and job design issues. The use of a convergent methods approach draws attention to the benefits and shortcomings of individual analysis methods, and illustrates the advantages of combining techniques to analyse complex problems. The features that these techniques should possess are highlighted.

Individual differences in the use of depth cues: implications for computer- and video-based tasks.

This paper reports an experimental study of individual differences in the performance of computer-stimulated and 'real world' versions of an interactive depth perception task. The availability of depth cues (disparity, accommodation, luminance, and texture) was manipulated. Results indicate that ability to perceive depth using binocular cues is not associated with ability to perceive depth using monocular cues. Further, ability to integrate cues was a strong correlate of depth perception when multiple cues were available, and appeared more important in this respect than ability to use individual depth cues. Correlations between psychometric measures of fluid intelligence/spatial ability and depth perception were generally weak, but consistent with the broader pattern of results, suggesting that individual differences in depth perception should currently be regarded as 'cue specific'. Hypothesized facilitative effects of paradoxical monocular stereopsis were not found.

A comparison of the cognitive demands of navigating two-versus three-dimensional spatial database layouts.

This paper reports an experimental investigation of target search performance in two- versus three-dimensional spatial database configurations. Although distance to targets was reduced in a three-dimensional condition there was no corresponding performance advantage in response times or implicit learning, and navigational efficiency was reduced. Participants also reported expending greater effort when using a three-dimensional layout. Spatial ability was not predictive of navigational performance, and there was no interaction between spatial ability and database structure.

Computerized information retrieval: individual differences in the use of spatial vs nonspatial navigational information.

Although a number of experiments have demonstrated the importance of spatial ability as a predictor of computer-based performance, there is little evidence relating to the mechanics of this association or the implications for interface design. Two experiments on the relative importance of spatial and nonspatial semantic information within the context of computerized information retrieval are described. The first experiment indicated that spatial ability did not interact with the spatial information content of the computer interface. The second experiment indicated that the effects of spatial ability are attenuated when additional nonspatial semantic information is provided.