Considerations of a Dual‐Systems Model of Cognitive Development and Risky Driving

Abstract

The dual-systems model of adolescent risk-taking postulates that risk-taking during adolescence partially results from an imbalance in the development of the executive and the socio-emotional cognitive systems. While supported by behavioral and neuroanatomical data, translational research linking the model with real-world driving or laboratory driving simulation is sparse. This paper discusses the model as it relates to adolescent driving and reviews empirical studies that have applied it in a driving-specific context. While, the studies reviewed provided partial support, each lacked a critical component necessary to fully test the model. Thus, a strong test has yet to be implemented; however, the dual-systems model holds promise for advancing the understanding of teen driving risk and guiding applications for prevention and policy.