Learning from errors in a driving simulation: effects on driving skill andself-confidence

Two experiments investigated the effect of making errors during training (e rror training) on a driving simulator versus learning from examples of erro rs (guided error training) on driving skill and confidence. Experiment 1 in dicated that compared with errorless learning (where participants drove thr ough a training run not designed to elicit errors), error training led to s ignificantly better transfer to driving tests that were analogous to those situations encountered in training and more effective use of strategies for coping with a novel driving situation. Error training also reduced self-co nfidence in driving skill at the end of training relative to errorless lear ning. Experiment 2 provided weak evidence of the superiority of guided erro r training over errorless learning (where the driver in the video did not m ake any errors) on analogous tests, and no evidence of transfer to a novel test. Furthermore, guided error training did not influence self-confidence in driving skill. The potential value of driving simulators in providing ac tive processing during driver training is discussed, along with the effects of passive and active exposure to errors on driver confidence.