| 1. |
|
|
| 2. |
- Nilsson, Emma, 1982
(författare)
-
Mind off driving: Effects of cognitive load on driver glance behaviour and response times
- 2018
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Safe driving requires drivers to look at relevant information in the traffic environment and react in time in case a critical event arises. Concerns exist that cognitively loading tasks might interfere with drivers’ abilities to do this. Studies on the effects of cognitive tasks on driver behaviours are however ambiguous and incomplete. The recently formulated cognitive control hypothesis might be able to explain some of the inconsistencies. Objectives: The aim of this thesis is to better understand the effect of cognitive tasks on response times in unexpected lead vehicle braking scenarios and on glance behaviour in traffic environments with potential threats in off-path locations. Effects are studied both at aggregated levels and with higher temporal resolution. Method: A series of experiments were conducted in an advanced driving simulator. Results: Cognitive tasks increased response times in the non-automated, artificial Detection Response Task (DRT) but did not influence response times in an unexpected lead vehicle braking scenario. Also, drivers adapted their visual scanning behaviour to the traffic environment in the same way in terms of timing when doing cognitive tasks as when not, but to a lesser degree. Interestingly, the effect of cognitive load on the visual behaviour depended on gaze direction and the demand variations in the cognitive task. Conclusions: The results demonstrate the importance of context when trying to interpret effects of cognitive load on traffic safety and are in line with the cognitive control hypothesis. They also indicate that there is not a unidirectional and uniform effect of cognitive activities on driver behaviour. This calls for further exploration of the interaction between the cognitive task and the driving task.
|
|
| 3. |
- Nilsson, Emma, 1982-
(författare)
-
Sociala konstruktioner i förskolans planeringssamtal : I en landsgränsnära förskola
- 2016
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this study is to describe the preschool setting that is constructed in the preschool teacher’s planning conversations with a special focus on the border context in which this particular preschool is located. In what ways are the geographic location noticeable and what conceptions are established in their conversations? The study has a social constructivist approach and is informed by borderland theory which means that the focus is on the context and the participants in this context. The staff's experience is, however, seen as historically and culturally influenced by the context. With the support of borderland theory the study explores how the preschool´s borderland location has relevance to the social construction in the preschool studied.This research project is an observation study of a two- sectionpreschool in Sweden close to the Norwegian border which started in the spring of 2013. The preschool teachers were observed in staff meetings, all together and in smaller groups. The target group consists of educators and other staff. The Swedish ethical guidelines for research on children have been observed in all respects.The result shows how the staff of the researched preschool construct themselves as a unified us as opposed to them, not in terms of national borders, but in relation to their joint decisions on what they share and have in common and on who do not – the others.Keywords:Preschool, kindergarten, preschool teachers, border/national border, staff meetings/planning conversations, curricula and constructions/social construction
|
|
