A comparison of static and dynamic hazard perception tests

Scialfa, Charles T.; Borkenhagen, David; Lyon, John; Deschênes, Micheline C.

doi:10.1016/j.aap.2012.12.006

Cited by 26 publications

(13 citation statements)

References 34 publications

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“…The current study is a static task, and although it was designed to simulate some of the decisionmaking cognition that occurs when driving and is consistent with other driving studies (e.g., Huestegge, Skottke, Anders, Musseler, & Debus, 2010;Koustannai et al, 2012;Pammer & Blink, 2013;Scialfa, Borkenhagen, Lyon, & Deschenes, 2013;Scialfa et al, 2012;Wetton et al, 2010), it still only represents a rough facsimile of the real, dynamic driving situation. For example, motion provides drivers with information about the speed of a vehicle to determine whether it is safe to proceed (Caird & Hancock, 1994).…”

Section: Discussionmentioning

confidence: 78%

Allocating Attention to Detect Motorcycles: The Role of Inattentional Blindness

2017

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Section: Discussionmentioning

confidence: 78%

Allocating Attention to Detect Motorcycles: The Role of Inattentional Blindness

2017

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“…Regarding indoor lessons (e.g., in a classroom setting), traffic education has shown to be effective in increasing knowledge about traffic signs [6], in increasing situation awareness using a tabletop model of a traffic environment for identification of safe spots to cross [38] and changing the attitude and behavior [39,40]. Training and evaluation of children hazard perception skills are generally conducted through computers using static [12] and dynamic [41] data from traffic environments for both children as pedestrians [13,42] and bicyclists [43,44]. For pedestrian training, It is normally given indoors using novel approaches such as, using simulator [45] and virtual reality [46] to train children skills for crossing a street safely.…”

Section: State Of the Artmentioning

confidence: 99%

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Riaz

Cuenen

Janssens

et al. 2019

Pers Ubiquit Comput

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Children are highly represented in statistics relating to road traffic injuries and fatalities. There are multiple risk factors that together create an increased risk for children in traffic, some of the major reasons include children's inability to efficiently and actively scan the environment and look for information relevant to the traffic environment, inconsistent behavior, and less developed hazard perception skills. Traffic safety education is one of the most important means for improving knowledge and skills required for children to behave safely in traffic. This study evaluated a newly developed and gamified e-learning platform meant to promote traffic safety among elementary school pupils in Belgium. Participants in this study were from four grades of elementary school and voluntarily took part in the training. They followed a self-study program at home for approximately 15 minutes per week over a period of five weeks in total. The platform included four modules: traffic knowledge, situation awareness, risk detection, and risk management. For each of these modules, a set of photos and videos were used as stimuli and selected from a database of camera recordings of real-life situations. Half of each module consisted of familiar situations for the pupils (i.e., own municipality), while the other half of each module consisted of unfamiliar situations for the pupils (i.e., other municipalities). A fifth module, 'the final', contained a mix of the first four modules. In total, 44 elementary school pupils (9-13 years old) completed the program. During the first round of measurement (i.e., the first four modules), pupils performed significantly better in the traffic knowledge module when compared to the other three modules. Further, in comparison to unfamiliar situations, pupils scored significantly higher in familiar situations. During the second round of measurement (i.e., the fifth module), pupils achieved higher scores in the risk detection and risk management modules when contrasted to the first measurement. The effect of gamification elements is discussed and the results also indicate the type of traffic safety issues to be emphasized in traffic safety education for children.

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“…There are a total of 26 videos; 17 videos present hazards and the remaining nine do not contain any hazards. Scialfa and colleagues (2011, 2012; Scialfa, Borkenhagen, Lyon, & Deschénes, 2013) reported valid and reliable results using a set of 96 videos. The shorter version used in the present study uses a subset of the 96 videos used in previous studies.…”

Section: Methodsmentioning

confidence: 99%

Neuropsychological Correlates of Hazard Perception in Older Adults

McInerney

Suhr

2015

J Int Neuropsychol Soc

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Consistent with prior work showing the relationship of neuropsychological performance to other measures of driving ability, neuropsychological performance was associated with hazard perception skill. Future studies should examine the relationship of neuropsychological changes in adults who are showing driving impairment and/or cognitive changes associated with Mild Cognitive Impairment or dementia.

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A comparison of static and dynamic hazard perception tests

Cited by 26 publications

References 34 publications

Allocating Attention to Detect Motorcycles: The Role of Inattentional Blindness

Allocating Attention to Detect Motorcycles: The Role of Inattentional Blindness

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Neuropsychological Correlates of Hazard Perception in Older Adults

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