SYSTEMATIC COOPERATION BETWEEN DRIVING SCHOOLS AND PARENTS IN DRIVER EDUCATION, AN EXPERIMENT

The overall purpose of the experiment is to study the effects of vario us educational changes as a measure for preventing accidents among you ng drivers. The hypothesis is that accident risks among young drivers, normally educated by private instructors, i.e. parents, will be reduc ed if complementary professional education and support are provided. T o analyze the effect of this combination of private and complementary professional driver education compared to solely private instruction, nearly 2,000 young people, 17 years old, were divided into two groups. The experimental group was given professionally supported education a nd the control group was educated by parents or other private teachers . The changes comprised three parts, systematic cooperation between dr iving school and parents, ''commentary driving'' to improve scanning b ehaviour, and special practice to help the learner experience his own limitations in driving skill. The results based on self-reported accid ent show negative effects during the first year and positive effects o f the changes during the second year after licensing. When the two yea rs were added, no significant change was found. Questionnaire data in subjective skill and driving style showed small changes, the experimen tal group being a little more careful and a little less self-confident . The results are discussed in terms of cognitive overload and the lea rners' limited capacity to benefit from the changes during the first o f the two years.