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Citation |
Charlton SG. Accid. Anal. Prev. 2007; 39(5): 873-885. |
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Affiliation |
Road Safety Research Group, Department of Psychology, University of Waikato, Private Bag 3105, Hamilton, New Zealand; Transport Engineering Research New Zealand Ltd., PO Box 97846, South Auckland Mail Centre, New Zealand. |
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Copyright |
(Copyright © 2007, Elsevier Publishing) |
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DOI |
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PMID |
17217906 |
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Abstract |
Horizontal curves have been recognized as a significant safety issue for many years, a more important factor than road width or sight distance. The research literature suggests that driver errors associated with horizontal curves result from three inter-related problems: failures of driver attention, misperceptions of speed and curvature, and poor lane positioning. To examine the roles of attentional, perceptual, and lane placement factors in driver behaviour at curves, two groups of curve treatments were identified for testing with a driving simulator. The first group of treatments consisted of four combinations of warning signs designed to alert drivers to the presence of curves and produce a reduction in curve approach speeds. The second group was comprised of several types of road markings designed to affect drivers' speed and lane position as they drove through curves. The results indicated that advance warning signs by themselves were not as effective at reducing speeds as when they were used in conjunction with chevron sight boards and/or repeater arrows. Of the road marking treatments only rumble strips produced any appreciable reductions in speed. A herringbones road marking was found to produce significant improvements in drivers' lane positions, effectively flattening the drivers' paths through the curves. A treatment combining the herringbones treatment with chevron and repeater arrow signs produced both a reliable reduction in speed as well as improved lane positions. The results are interpreted as evidence that treatments that highlight perceptual cues are the most effective means of moderating drivers' curve speeds. Language: en |