Children's road safetyCharacterization and prevention of child pedestrian accidents: An overview
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Cited by (40)
Pedestrian distraction: The effects of road environment complexity and age on pedestrian's visual attention and crossing behavior
2020, Journal of Safety ResearchCitation Excerpt :The results show that participants’ behavior (children in particular) was affected in a way that can limit their ability to make a safe road crossing in the real world when exposed to high visual load in the crossing environment. Hereby, the results of this experiment shed light on one contributing factor for the association of certain urban environments with pedestrian crashes—visually loaded environments, for example, commercial areas (Assailly, 1997; Dissanayake, Aryaija, & Wedagama, 2009), and areas that by definition cause more clutter, that is, areas with high traffic volumes of vehicles and pedestrians (Leden, 2002; Lyon & Persaud, 2002; Miranda-Moreno, Morency, & El-Geneidy, 2011; Roberts, Norton, Jackson, Dunn, & Hassall, 1995; Yiannakoulias & Scott, 2013). This research also offers new information regarding the required minimum age for children to begin crossing the road independently.
The effect of environmental distractions on child pedestrian's crossing behavior
2018, Safety ScienceCitation Excerpt :It is possible that the dynamic nature of the elements, their number, their appearance, and the way they are scattered in the environment causes their presence to be more detrimental to safe crossing. Indeed, these last two types of visual elements are typical to certain environments: commercial areas are also known to produce more pedestrian accidents (Assailly, 1997; Dissanayake et al., 2009), and dense urban environments are known to have a deterring effect on pedestrian behavior (Korte & Grant, 1980; Milgram, 1970). Auditory distractions did not affect participants as strongly as visual distractions, yet they did interact with visual distractions (as seen in Figs. 6 and 7).
Parental role in children's road safety experiences
2017, Transportation Research Part F: Traffic Psychology and BehaviourCitation Excerpt :Bandura emphasises that the following four cognitive processes are required before imitation can occur; (1) attending to the behaviour, (2) retention and memory encoding of the behaviour, (3) motor reproduction and (4) motivation including reinforcers (both intrinsic and extrinsic). Social Learning Theory provides a framework for understanding how children learn messages about road safety, of which three elements are of importance for road safety education (e.g. Assailly, 1997): (1) positive and negative reinforcement is useful to motivate children to engage in behaviour; (2) children are more likely to repeat behaviours when they are willing to do so; and, (3) children are more likely to engage in the behaviour if they perceive the person observed to be similar to themselves. Social Learning Theory has been used as a theoretical framework for behaviour modification across a range of child developmental behaviours, such as antisocial behaviour (Akers & Jensen, 2011), and health-related behaviours including childhood obesity (Nixon et al., 2012).
The role of non-verbal working memory in pedestrian visual search
2013, Transportation Research Part F: Traffic Psychology and BehaviourCitation Excerpt :Pedestrian safety is of particular concern during middle childhood (e.g., ages 5–10) when children venture farther from home, but have not yet fully developed cognitive skills needed to negotiate pedestrian environments (e.g. Barton, 2006). Age is a common predictor of pedestrian injury risk, with studies typically showing younger child pedestrians at greatest risk (e.g. Assailly, 1997). However, chronological age does not explain why developmental differences exist in pedestrian safety.
Nonfatal child pedestrian injury in two urban cities of Guangdong Province, China: Results from a cross-sectional survey
2011, Biomedical and Environmental Sciences