| Abstract: | An argument is presented for the substitution of a safe-road-crossing-interval judgment for the all-or-none conventional curb drill of child pedestrian training programs. A study in a suburban Melbourne primary school showed that children could understand such a concept as portrayed on motion picture film and that their performance reached adult levels by the fourth grade. While classroom tests failed to show positive transfer after film training with informational feedback, individual tests of a small sample of Grade 6 students in a controlled environment did produce evidence that such a benefit could be obtained. Classroom tests after training without informational feedback, on the other hand, showed a significant performance deficit. Ways to improve the training paradigm are suggested, and evidence is offered of applications to reveal and extinguish unsafe response habits. |
