The aim of the present study was to examine the utility of two cognitive-based training methods, namely self-explanation and feedback (i.e., combined and auditory alert) on young novice drivers’ speed management behavior. Seventy-five young drivers, randomly allocated to five groups, completed three on-road drives in an instrumented vehicle. Four groups received training (e.g., combined feedback, auditory alert feedback, self-explanation, and self-explanation with combined feedback). The fifth group received no training, hence was the control. The results showed that combined feedback was the most successful in reducing the maximum speed travelled in the two speed zones under examination – 50km/h and 80km/h. These effects were present immediately following training as well as one week later. Surprisingly, the auditory alert feedback provided from technology tested in the present research, in some cases adversely affected young drivers’ speed management behavior. These findings have important implications for the development of a new approach to improve young drivers’ speed management behavior.
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