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AbstractEven for a stereotyped task, sensorimotor behavior is generally variable due to noise, redundancy, adaptability, learning or plasticity. The sources and significance of different kinds of behavioral variability have attracted considerable attention in recent years. However, the idea that part of this variability depends on unique individual strategies has been explored to a lesser extent. In particular, the notion of style recurs infrequently in the literature on sensorimotor behavior. In general use, style refers to a distinctive manner or custom of behaving oneself or of doing something, especially one that is typical of a person, group of people, place, context, or period. The application of the term to the domain of perceptual and motor phenomenology opens new perspectives on the nature of behavioral variability, perspectives that are complementary to those typically considered in the studies of sensorimotor variability. In particular, the concept of style may help toward the development of personalised physiology and medicine by providing markers of individual behaviour and response to different stimuli or treatments. Here, we cover some potential applications of the concept of perceptual-motor style to different areas of neuroscience, both in the healthy and the diseased. We prefer to be as general as possible in the types of applications we consider, even at the expense of running the risk of encompassing loosely related studies, given the relative novelty of the introduction of the term perceptual-motor style in neurosciences.
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Corrie, Loraine, and Caroline Barratt-Pugh. "Perceptual-Motor Programs do not Facilitate Development: Why not Play?" Australasian Journal of Early Childhood 22, no. 1 (March 1997): 30–36. http://dx.doi.org/10.1177/183693919702200107.
A recent survey in Western Australia indicated that many early childhood teachers are using perceptual-motor programs as a preventative as well as remedial measure. This has raised a number of issues that are of concern. First, analysis of recent research findings suggest that the positive effects of perceptual-motor programs are minimal. Second, it is argued that the resourcing of these programs is diverting funds which are needed to identify and investigate more effective educational strategies. Third, the relationship between the rationale of perceptual-motor programs and the Australian Early Childhood Association's Code of Ethics is rendered problematic. In response to these concerns, play is discussed as an alternative and effective means of developing perceptual-motor skills, in a way that recognises and builds on individual needs.
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Byrne, Jani Gabriel, and Nancy S. Anderson. "Training Effects on Response Strategies in a Perceptual Motor Task." Proceedings of the Human Factors Society Annual Meeting 29, no. 8 (October 1985): 755–58. http://dx.doi.org/10.1177/154193128502900805.
This study examined the influence of training on individual differences in time-sharing response strategies for a dual-task. Using early performance measures in a dual-task, subjects were classified on Day 1 as performing in either a simultaneous, alternating, or massed fashion. On Day 2, subjects received training instructions to either upgrade or maintain their particular response strategy. The results indicated that training was successful in the majority of the cases. Close inspection of performance revealed that subjects who were not able to achieve simultaneity had learned the dual-task response pattern, but were responding too slowly.
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casey, michael b. "developmental systems, evolutionarily stable strategies, and population laterality." Behavioral and Brain Sciences 28, no. 4 (August 2005): 592–93. http://dx.doi.org/10.1017/s0140525x05250100.
multiple endogenous and exogenous prenatal influences interact to form a system that induces the development of individual lateralization across a range of perceptual and motor abilities in precocial birds. as these influences are nearly invariant for all species members, they produce a phylogenetic influence that creates high levels of population laterality and social cohesion in the postnatal state.
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Rubinstein, Jason, Cordelia Aitkin, and Eileen Kowler. "Perceptual and motor strategies for integrating information across graphs and accompanying text." Journal of Vision 16, no. 12 (September 1, 2016): 931. http://dx.doi.org/10.1167/16.12.931.
Wójcik, Magdalena. "Strategies for Supporting the Development of Manual Skills in Preschool and Early School Age Children." Studia Edukacyjne, no. 63 (November 15, 2021): 169–78. http://dx.doi.org/10.14746/se.2021.63.11.
The development of fine motor skills in preschool and early school age children is a difficult and long process, and its disturbance may not only lead to serious problems with the process of drawing or writing, but also disrupt the purely academical learning. That is why it is so important to take into account the overall effects of improving manual skills, the specificity of the child’s perceptual and motor functioning at a given stage of development and to respect the key elements of the diagnostic and improvement strategy.
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Wu, Chaozhong, Wenhui Chu, Hui Zhang, and Türker Özkan. "Interactions between Driving Skills on Aggressive Driving: Study among Chinese Drivers." Transportation Research Record: Journal of the Transportation Research Board 2672, no. 31 (October 14, 2018): 10–20. http://dx.doi.org/10.1177/0361198118755683.
Aggressive driving has attracted significant attention recently with the increase in related road traffic collisions occurring in China. This study aims to investigate the effect of driving skills on aggressive driving behaviors and traffic accidents to find implications for traffic safety improvement in China. A total of 735 Chinese drivers were recruited to complete a self-reported survey including demographic information, the translated Driver Skill Inventory (DSI), and Driver Aggression Indicator Scale (DAIS). Exploratory factor analysis was first conducted to investigate the factor structures of DSI and DAIS among Chinese drivers. Unlike the two-factor solution (i.e., perceptual-motor and safety skills) found in other studies, the current study result revealed a three-factor solution (i.e., perceptual-motor, safety, and emotional control skills) of DSI. Then, the interaction between DSI factors on DAIS factors, demographic variables, and the number of self-reported traffic accidents and offenses was tested by using moderated regression methods. The results revealed the interaction between perceptual-motor skills and safety skills on aggressive warnings committed by drivers themselves. The interactive effect between safety skills and emotional control skills on perceived aggressive warnings was also found. The results suggested that higher ratings of safety skills are essential for buffering the effect of high-level perceptual-motor skills and emotional control skills on aggressive driving in China. In conclusion, policy makers should be interested in understanding the effect of Chinese drivers’ skills on the aggression drivers committed and conceived in traffic. Successful intervention strategies should include all skill factors in the driver training contents.
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MARTÍNEZ, Paulina Yesica OCHOA. "Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment." Revista Brasileira de Educação Especial 26, no. 4 (October 2020): 567–70. http://dx.doi.org/10.1590/1980-54702020v26e0063.
ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.
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Lin, Lisa P. Y., and Sally A. Linkenauger. "Perceiving action boundaries for overhead reaching in a height-related situation." Attention, Perception, & Psychophysics 83, no. 5 (March 29, 2021): 2331–46. http://dx.doi.org/10.3758/s13414-021-02293-2.
AbstractTo successfully interact within our environment, individuals need to learn the maximum extent (or minimum) over which they can perform actions, popularly referred to as action boundaries. Because people learn such boundaries over time from perceptual motor feedback across different contexts, both environmental and physiological, the information upon which action boundaries are based must inherently be characterised by variability. With respect to reaching, recent work suggests that regardless of the type of variability present in their perceptual-motor experience, individuals favoured a liberal action boundary for horizontal reaching. However, the ways in which action boundaries are determined following perceptual-motor variability could also vary depending on the environmental context as well as the type of reach employed. The present research aimed to established whether the perceptual system utilises the same strategy for all types of reaches over different contexts. Participants estimated their overhead reachability following experience reaching with either a long or a short virtual arm, or a virtual arm that varied in length – while standing on the edge of a rooftop or standing on the ground. Results indicated that while similar strategies were used to determine action boundaries in both height- and non-height-related context, participants were significantly more conservative with their reachability estimates in the height-related context. Participants were sensitive to the probabilistic information associated with different arm’s reach they have experienced during the calibration phase, and used a weighted average of reaching experience to determine their action boundary under conditions of uncertainty.
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Salis Hijriyani, Yuli, and Fenty Andriani. "Learning Strategies for Early Children with Special Needs." AJMIE: Alhikam Journal of Multidisciplinary Islamic Education 1, no. 1 (December 31, 2020): 21–28. http://dx.doi.org/10.32478/ajmie.v1i1.535.
This article is intended to reveal the importance of learning strategies for children with special needs. The results of literature review show that there are some learning strategies that can be used in the teaching and learning process for children with special needs. Those learning strategies cover: First, perceptual-motor training, such as training the ability to distinguish shapes, symbols, letters, etc. and training on the ability to remember. Second, auditive, such as training children to distinguish consonant and vowel sounds. Third, modeling which is a learning activity by following the styles of others as a model and being able to imitate the behavior of teachers or parents.
Dissertations / Theses on the topic "Perceptual-motor strategies":
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Rathbone, Ingha. "Perceptual-motor development for children who show signs of attention deficit hyperactivity disorder (ADHD)." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2071.
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2009. ENGLISH ABSTRACT: The influence of a six-week perceptual-motor and attentional skills programme,
combined with teaching strategies, on the motor proficiency and attentional
abilities of children diagnosed with ADHD was investigated. The five case study
individuals (ranging for Grade 1- 7) took part in a six-week Purposeful Play
Programme. Baseline, pre-test and post-test scores were obtained from the
Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) and Attention-Deficit
Hyperactivity Disorder Test (ADHDT). All five case study individuals showed a
significant improvement on their motor proficiency during retention tests as well as
improvements on some of the behavioural soft signs of hyperactivity, impulsivity
and inattention. AFRIKAANDE OPSOMMING: Die invloed van ʼn sesweek perseptueel-motoriese en
aandagvaardigheidsprogram, gekombineer met onderrigstrategieë, is op die
motoriese vaardighede en aandagvermoëns van kinders gediagnoseer met ATHS,
bestudeer. Die vyf gevallestudie individue (tussen Graad 1- 7) het aan „n sesweek
Purposeful Play Programme deelgeneem. Die basislyn-, voor- en natoetstellings is
verkry vanaf die Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) en
Attention-Deficit Hyperactivity Disorder Test (ADHDT). Al vyf gevallestudie
individue het ʼn beduidende verbetering in motoriese vaardigheid getoon tydens
retensietoetse asook verbetering in sommige van die gedragstekens van
hiperaktiwiteit, impulsiwiteit en afleibaarheid.
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Gredin, Viktor. "Skill acquisition in youth novice soccer players : An intervention study of repetitive-part and dual-task training strategies for acquisition of dribbling technique and decision making." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2915.
Aim: The aim of the present study was to examine the outcome of repetitive-part training and dual-task training in the acquisition of dribbling technique and decision making in prepubescent novice soccer players. Method: Twenty four preschool pupils, with an age of 6.2 ± 0.4 years (mean ± SD) and with no previous experience of partaking in any organized team or ball sport participated in the study. The participants were tested (pre test) for initial performance level of dribbling technique and decision making and were then divided into two balanced experimental groups. The repetitive-part group underwent four weeks of part-task training (isolated dribbling-technique training) which were followed by four weeks of dual-task training (simultaneous training of dribbling technique and decision making). The dual-task group underwent eight weeks of dual-task training. The outcome in acquisition of dribbling technique and decision making was examined after four (mid test) and eight (post test) weeks of training. Both training regimes were followed by four weeks of non-training and thereafter a test (retention test) of the retention effects was carried out. Effect sizes (d) of the acquisition within each group and of the difference in performance and acquisition between the two groups were evaluated based on Cohen's effect size criteria (|d| > 0.2, small effect; |d| > 0.5, moderate effect; |d| > 0.8, large effect). Results: Between the pre and mid test, both groups showed large improvements in dribbling technique. The corresponding improvement was small in the repetitive-part group and moderate in the dual-task group between the mid and post test. There were large differences between the groups' decision-making performances at the mid, post, and retention test where the dual-task group was superior to the repetitive-part group. The dual task group showed large improvements of decision making between the pre and mid test. Between the mid and post test, the corresponding effect was large within the repetitive-part group and moderate in the dual-task group. The improvement of the dual-task group's decision making between the pre and mid test was greater than the corresponding improvement showed by the repetitive-part group, between the mid and post test. This difference produced a moderate effect size. Conclusions: These findings challenge conventional repetitive-part training regimes and, with references to previous research, emphasize the importance of dual-task training for skill acquisition in prepubescent novice soccer players.
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Bilhaut, Agathe. "Stratégies perceptive-motrices durant la locomotion des patients atteints d'une lombalgie chronique non-spécifique : vers de nouvelles méthodes d'analyse et de suivi." Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20004.
La lombalgie chronique non spécifique (LCNS) a été identifiée comme l’une des principales causes d'invalidité dans le monde. Elle est évaluée majoritairement grâce à des échelles ou questionnaires, rapportant l'influence de facteurs cognitifs, émotionnels et comportementaux. Cependant, peu d'études l'ont évaluée dans des situations de la vie quotidienne, telles que passer à travers une ouverture de porte ou éviter un piéton sur sa trajectoire. L'objectif de cette thèse a été d'évaluer l'influence de la LCNS dans des paradigmes de locomotion en interaction avec l'environnement, faisant intervenir des facteurs situationnels et sociaux afin de proposer de nouvelles méthodes d'analyse et de suivi des patients. Les participants LCNS ont été comparés à des adultes asymptomatiques (AA) dans 3 tâches de marche dirigée vers un but : 1) une tâche de passage à travers différentes largeurs d'ouvertures où les participants LCNS ont cessé de tourner leurs épaules pour une ouverture plus étroite que les AA, 2) une tâche faisant intervenir des facteurs situationnels (ouverture large ou étroite) et sociaux (expérimentateur au milieu des deux ouvertures) où les participants LCNS modifient leur décision de franchir une ouverture en fonction des facteurs situationnels, et 3) une tâche de croisement de piétons où les participants LCNS semblent bien percevoir les conditions de l'interaction (seuil de déclenchement d’une adaptation et distance de croisement) mais contribuent différemment. En conclusion, la LCNS semble affecter les décisions des participants utilisant des stratégies perceptivo-motrices basées sur le contexte situationnel plutôt que sur le contexte social Chronic non-specific low back pain (cNSLBP) has been identified as one of the leading causes of disability worldwide. It is mainly assessed using scales or questionnaires, reporting the influence of cognitive, emotional and be- havioural factors. However, few studies have assessed it in everyday situations, such as passing through a doorway or avoiding a pedestrian in the path. The aim of this thesis was to evaluate the influence of cNSLBP in locomotion paradigms interacting with the environment, involving situational and social factors, in order to propose new methods for analysing and follow-up patients. cNSLBP participants were compared to asymptomatic adult (AA) in 3 goal-directed walking tasks: 1) a task of passing through different widths of apertures where cNSLBP participants stopped turning their shoulders for a narrower opening than AA, 2) a task involving situational (wide or narrow aperture) and social factors (experimenter in the middle of the two apertures) where cNSLBP participants modified their decision to pass through an aperture according to the situational factors, and 3) a pedestrian crossing task where cNSLBP participants seemed to perceive the interaction conditions well (threshold for triggering an adaptation and crossing distance) but contributed differently. In conclusion, cNSLBP seems to affect the decisions of participants using perceptual-motor strategies based on the situational context rather than the social context
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Liu, Ting. "Age-related differences: use of strategies in a timing task." Thesis, 2006. http://hdl.handle.net/2152/2802.
Blyth, Sheilagh. Boosting Learning in the Primary Classroom: Occupational Therapy Strategies That Really Work with Pupils. Taylor & Francis Group, 2015.
Blyth, Sheilagh. Boosting Learning in the Primary Classroom: Occupational Therapy Strategies That Really Work with Pupils. Taylor & Francis Group, 2015.
Book chapters on the topic "Perceptual-motor strategies":
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Rodríguez, Yulmis Isabel, Pedro Gil-Madrona, and Luz Marina Méndez Hinojosa. "Learning Environments About Colombian Legends as a Didactic Strategy." In Advances in Early Childhood and K-12 Education, 187–211. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch011.
This chapter presents a proposal for a didactic intervention in physical education for early childhood education in a learning environment created from the Colombian legends. The purpose is to contribute to the cognitive, motor, perceptual, social, and emotional development and a progress in the knowledge of their own culture. Throughout it, the objectives of the didactic proposal, the methodological strategies, the material resources, the clusters, the environments, as well as the evaluation will be exposed.
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Plunkett, Deborah, and Sushma Dhar-Munshi. "Visual disorders in stroke." In Stroke in the Older Person, 331–44. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198747499.003.0021.
‘Visual disorders in stroke’ explores the mechanisms of the disorders, clinical features, prevalence and mechanisms of central visual processing, the functional neurological architecture of vision, the visual pathway, the nature of visual disorders after stroke( central visual loss, eye movement disorders, peripheral visual disorders, visual perceptual disorders), prognosis of post-stroke visual disorders, implications for driving, impact on quality of life and psychological issues, and a description of various support strategies. A comparison of hemianopia with visual neglect and drug-induced visual problems is also discussed. The main focus in stroke rehabilitation is often motor impairment. A significant proportion of stroke patients have unrecognized visual problems resulting in little or no advice or treatment.
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Mudgil, Mimansa, and Vanshika Chutani. "Digital Educational Neuropsychology." In Educational Perspectives on Digital Technologies in Modeling and Management, 168–77. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2314-4.ch008.
This chapter introduces the various facets of digital educational neuropsychology. It begins by explaining digital educational neuropsychology and the current practices in digital neuropsychology. It then explains the opportunities and the challenges faced by neuropsychology in digitization of neuropsychology education, training, assessment, and rehabilitation and how it can be improved. The challenges in the implementation of digital educational neuropsychology in terms of access and equity; validity and reliability of digital assessments; training and professional development; variability in the perceptual, motor, and cognitive demands across different devices; and the rapid changes in technology are explained elaborately. A full discussion on opportunities including enhancement of digital education using neuropsychological techniques, neuroscience experimental techniques, in tandem with behavioural measures is provided. Further, the importance of collaborative effort from professionals is required to build more effective strategies for digital education is emphasized.
Conference papers on the topic "Perceptual-motor strategies":
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Jones, Lynette A. "Motor Strategies and Perceptual Resolution." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-2417.
Abstract The focus of this research is on the motor strategies used by subjects to perceive force and viscosity and to determine the relation between these strategies and perceptual performance. In the present experiments the forces and movements made by subjects were recorded as they judged the viscosity of an electro-mechanical system by moving their forearm. Computer-controlled viscous forces were presented to subjects and differential thresholds were measured using an adaptive two-alternative forced-choice psychophysical technique. The threshold averaged 19% across subjects and ranged from 0.11 to 0.29. It was found that subjects were highly consistent in the movement and force profiles adopted to perceive viscosity and stiffness, using a limited range of motion in both experimental systems and perturbing the devices with rapidly changing movements and forces. Moreover, there were consistent differences between subjects in the variability of the forces and velocities produced that were associated with superior perceptual performance. These findings attest to the importance of having adequate bandwidth for presenting object properties realistically in a haptic display.
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Mohebbi, Rayka. "Perceptual-Motor Control Strategies for Left-Turn Execution." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1283.
Dyer, John, Paul Stapleton, and Matthew Rodger. "Sonification of Movement for Motor Skill Learning in a Novel Bimanual Task: Aesthetics and Retention Strategies." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.027.
Here we report early results from an experiment designed to investigate the use of sonification for the learning of a novel perceptual-motor skill. We find that sonification which employs melody is more effective than a strategy which provides only bare timing information. We additionally show that it might be possible to ‘refresh’ learning after performance has waned following training - through passive listening to the sound that would be produced by perfect performance. Implications of these findings are discussed in terms of general motor performance enhancement and sonic feedback design.
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Nees, Michael A., Joanna Harris, and Peri Leong. "How Do People Think They Remember Melodies and Timbres? Phenomenological Reports of Memory for Nonverbal Sounds." In The 23rd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2017. http://dx.doi.org/10.21785/icad2017.068.
Memory for nonverbal sounds such as those used in sonifications has been recognized as a priority for cognitive-perceptual research in the field of auditory display. Yet memory processes for nonverbal sounds are not well understood, and existing theory and research have not provided a consensus on a mechanism of memory for nonverbal sounds. We report a new analysis of a qualitative question that asked participants to report the strategy they used to retain nonverbal sounds—both melodies and sounds discriminable primarily by timbre. The question was originally posed as part of the debriefing procedure for three separate memory experiments whose primary findings are reported elsewhere. Results of this new analysis suggested that auditory memory strategies — remembering acoustic properties of sounds — were common across both types of sounds but were more commonly reported for remembering melodies. Motor strategies were also more frequently reported for remembering melodies. Both verbal labeling of sounds and associative strategies — linking the sounds to existing information in memory — were more commonly reported as strategies for remembering sounds discriminable primarily by timbre. Implications for theory and future research are discussed.
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Allen Rodowicz, Kathleen, Rahmat Muhammad, Michelle Heller, Joseph Sala, and Chimba Mkandawire. "Biomechanical, Perceptual, and Cognitive Factors Involved in Maintaining Postural Control While Standing or Walking on Non-Moving and Moving Surfaces: A Literature Review." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39276.
Postural control has been defined as “regulating the body’s position in space for the dual purposes of stability and orientation.” How the body achieves postural control depends, in part, on the environment. A person navigating a non-moving surface (e.g. hallway, stairway, or step ladder) will process information and will employ different strategies to maintain postural control than someone who is standing or walking on a moving surface (e.g., forklifts, personal transportation systems, escalators, and moving walkways). In both environments, sensory, cognitive, and motor control systems contribute to postural control. The musculoskeletal system uses muscle activation and joint positioning to control the body’s alignment and muscle tone. The biomechanics of postural control rely on information that the musculoskeletal system receives from sensory systems including the vestibular system, which is generally implicated in behaviors requiring balance control, as well as the somatosensory and visual systems. Furthermore, sensory information from these and other systems can be enhanced by cognitive processes, such as attention. The ability to maintain postural control while standing or walking is critical in preventing falls on both non-moving and moving surfaces. This review focuses on moving surfaces and includes a discussion of the biomechanical, perceptual, and cognitive factors responsible for postural control.
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Srinivasan Rammanoharan, Sneha, Jose Alguindigue, Apurva Narayan, and Siby Samuel. "SHRP2 Naturalistic Data Analysis of Older Drivers’ Gap-Acceptance Behaviour." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002478.
Drivers aged 65 and older are very prone to motor vehicle crashes. Intersections appear to be hazardous for drivers of this age group due to the driver’s cognitive, perceptual, and psychomotor challenges. Literature notes that older drivers find it incredibly challenging to safely navigate left turns at signalized intersections. Studies have identified the driver’s physical health, vision, and cognition as factors that impact the ability of older drivers to sufficiently monitor the gaps in oncoming traffic to make a left turn safely. The current paper aims to address the gap in the literature by explicitly examining older drivers’ gap acceptance behaviors during left turns at protected intersections. We utilize the Naturalistic Driving Study Data collected via the Strategic Highway Research Plan (SHRP2) to understand older driver behavior better. SHRP2 makes available a geo-spatially linked, comprehensive database over a multi-year period from over 3400 participants across six sites. SHRP2 databases contain a relatively more significant proportion of younger and older drivers than the national driver population databases. This dataset includes a trip summary, vehicle data, driver questionnaire, and test battery data specifying driving history, physical and psychological conditions, demographics and exit interview data, time-series data of the drivers approaching the intersections or just after the intersections, and forward video data of the drivers approaching the intersections or just after the intersections. Data is analyzed for participants over the age of 65 and participants between the ages of 30-50. Several hundred baseline, near-crash, and crash events are obtained for comparison. The video data is annotated using the DREAM methodology. The Roadway Information Database (RID) also considers additional variables such as crash histories and traffic and weather conditions. The samples of the forward video data provide the start time and end time of each gap accepted or rejected by the turning driver, especially when turning left, during unprotected phases, and help understand the participant’s interactions with other vehicles just before and after the intersections. As the data has been collected over multiple years across multiple sites, the dataset is considered a multivariate time series model. As there is more than a one-time dependent variable, the data was analyzed using Extreme Gradient Boost (XGBoost), Long-Short Term Memory (LSTM), and Seasonal Auto-Regressive Integrated Moving Average with eXogenous factors (SARIMAX) models. These models are expected to achieve an accuracy of around 80 percent at four-way intersections and approximately 60 percent in T-intersections. We anticipate that the older drivers will exhibit longer gap acceptance times and a greater frequency of gap rejections than their younger counterparts while turning left across traffic at signalized intersections. The findings of the current study will have implications for older driver safety. Researchers may use the findings to understand gap acceptance behaviors further, while policymakers may utilize the results to design mobility guidelines.
