TRAINING YOUNG CYCLISTS TO COPE WITH DYNAMIC TRAFFIC SITUATIONS

Two training methods were developed to teach young cyclists (8/9 years ) how to behave in priority situations. One method was developed along the lines of the modelling principle. In earlier studies it was shown that this method is effective in teaching crossing strategies to youn g pedestrians. The other training method was based upon Anderson's Ada ptive Control of Thought (ACT) theory, which describes the development of cognitive skills by proceduralisation and composition of behaviour and knowledge elements into automatic behaviour sequences. Two groups of children were trained with one of these methods. A control group d id not receive traffic-related training in that period. The effect of the training was assessed by a knowledge test and a behaviour test. Th e results showed that the partly theoretical ACT approach initially re sulted in an increased level of knowledge, which was found to have dis appeared after a month. The modelling approach did not affect the leve l of knowledge. Both approaches had an equally positive effect on simp le behavioural strategies, such as signalling and visual search behavi our. Correct application of priority rules appeared to be very difficu lt to teach. There was no effect of either of the two training methods . It seemed that children apply informal rules rather than formal rule s when dealing with other traffic. It is hypothesized that these infor mal rules should form the starting point for training activities, beca use formal rules do not fit into children's cognitive framework of sch emes, and therefore cannot be stored and retrieved effectively.