Breast Cancer Month a time of heartache, hope for PhD student
Vo relishes "incredible" experience at RWJF Summer Institute
Dionne-Odom films video for American Society of Clinical Oncology
Dr. Ann Gakumo attends 2016 Butler-Williams Scholars Program
UAB SON awarded $5.15M in Education, Clinical, & Training Grants
Faculty, PhD student represent School at Thailand health care conference
Bowen receives grant for health policy research

What Factors Influence the Relationship Between Feedback on Cognitive Performance and Subsequent Driving Self-Regulation?

Ackerman, M. L., Vance, D. E., & Ball, K. K.

Abstract

Recent research indicates that providing feedback about cognitive abilities (i.e., UFOV® test performance) may change driving self-regulation; however, 42% of participants who received negative feedback failed to increase driving self-regulation (Ackerman, Ball, Crowe, Owsley, Vance, & Wadley, 2011). The current study extends those findings, using the same sample (N = 129) to investigate factors that may influence the relationship between feedback regarding cognitive abilities and driving self-regulation. Feedback by age and feedback by number of eye conditions showed significant interactions, and feedback by baseline driving exposure interaction approached significance. Older participants (80-94; n = 38) who received negative feedback significantly increased subsequent avoidance of challenging driving conditions relative to baseline. Participants with no reported eye conditions (n = 36) who received negative feedback significantly increased subsequent driving avoidance, and participants below median baseline driving exposure (n = 66) tended to increase subsequent driving avoidance. These results identify individual level factors that may influence the relationship between feedback regarding cognitive abilities and self-regulation and have implications for encouraging older adults to make informed decisions about appropriate driving behavior.

Link to PubMed