Are Older Pedestrians Allowed Time to Cross Streets Safely

Henderson, Simon R.; Murphy, Niamh; Finlay, Olwen; Beringer, T. R. O.

doi:10.1111/j.1532-5415.1994.tb06998.x

Cited by 6 publications

(2 citation statements)

References 1 publication

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“…Participants were then allowed a familiarization period which provided participants with 5 min to become comfortable maneuvering the MWC in the simulator as well as 5 min over-ground. During this familiarization period, we ensured that participants could comfortably maintain propulsion velocity above 1.06 m/s in both settings, which is the minimum recommended velocity for safe community navigation [ 42 ]. This was done by allowing participants to practice several times in both environments while measuring average velocity using instrumented wheels attached to the MWC.…”

Section: Methodsmentioning

confidence: 99%

Augmented feedback for manual wheelchair propulsion technique training in a virtual reality simulator

Hui

Archambault

2021

J NeuroEngineering Rehabil

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Background Motor learning of appropriate manual wheelchair propulsion is critical, as incorrect technique elevates risk for upper extremity pain. Virtual reality simulators allow users to practice this complex task in a safe and realistic environment. Additionally, augmented feedback (AF) may be provided in order to optimize learning. The purpose of this study was to investigate the effects of providing AF with various delivery schedules on motor learning and transfer of this skill to over-ground propulsion. Methods Thirty healthy young adults were randomly assigned to three groups. During a virtual reality propulsion training session, the high-frequency AF group received AF in the form of knowledge of performance throughout all propulsion training; the faded AF group received this AF in a faded schedule (high relative frequency of AF early in practice, with relative frequency of AF provision diminishing throughout practice); and the control group underwent training with no AF. Propulsion assessments were performed at baseline and 48 h after practice in both virtual and real environments to measure retention and transfer, respectively. Results Compared to the control group, both feedback groups exhibited significant improvements in contact angle and push frequency in both environments after training. Small, non-significant between-group differences were also found between the high-frequency and faded feedback groups. Conclusion Virtual reality training is an effective learning intervention for acquisition, retention, and transfer of appropriate manual wheelchair propulsion technique when such training includes AF regarding propulsion biomechanics.

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Section: Methodsmentioning

confidence: 99%

Augmented feedback for manual wheelchair propulsion technique training in a virtual reality simulator

Hui

Archambault

2021

J NeuroEngineering Rehabil

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show abstract

“…Participants were then allowed a 5-10-minute familiarization period to become comfortable maneuvering the MWC in the simulator as well as over-ground. During this familiarization period, we ensured that participants could comfortably maintain propulsion velocity above 1.06 m/s, which is the minimum recommended velocity for safe community navigation [42]. Next, baseline propulsion assessments were conducted in both a virtual (VE) and real environment (RE).…”

Section: Experiments Designmentioning

confidence: 99%

Augmented Feedback for Manual Wheelchair Propulsion Technique Training in a Virtual Reality Simulator

Hui

Archambault

2020

Preprint

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Background: Motor learning of appropriate manual wheelchair propulsion is critical, as incorrect technique elevates risk for upper extremity pain. Virtual reality simulators allow users to practice this complex task in a safe and realistic environment. Additionally, augmented feedback may be provided in order to optimize learning. The purpose of this study was to investigate the effects of providing augmented feedback with various delivery schedules on motor learning and transfer of this skill to over-ground propulsion.Methods: Thirty healthy young adults were randomly assigned to three groups. During a virtual reality propulsion training session, the high-frequency feedback group received augmented feedback throughout all propulsion training; the faded feedback group received this information in a faded schedule; and the control group underwent training with no augmented feedback. Propulsion assessments were performed at baseline and 48 hours after practice in both virtual and real environments to measure retention and transfer, respectively.Results: Compared to the control group, both feedback groups exhibited significant improvements in contact angle and push frequency in both environments after training. Small, non-significant differences were also found between the high-frequency and faded feedback groups.Conclusion: Virtual reality training is an effective learning intervention for acquisition, retention, and transfer of appropriate manual wheelchair propulsion technique when such training includes augmented feedback about propulsion biomechanics.

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Using Epidemiological Data to Address Psychological Questions about Pedestrian Behaviour

Dunbar¹

2005

Traffic and Transport Psychology

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Are Older Pedestrians Allowed Time to Cross Streets Safely

Cited by 6 publications

References 1 publication

Augmented feedback for manual wheelchair propulsion technique training in a virtual reality simulator

Augmented feedback for manual wheelchair propulsion technique training in a virtual reality simulator

Augmented Feedback for Manual Wheelchair Propulsion Technique Training in a Virtual Reality Simulator

Using Epidemiological Data to Address Psychological Questions about Pedestrian Behaviour

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