“Look both ways before you cross the street! Look left, right and left again!” These classic childhood ______ lessons are passed on from generation to generation. Yet traffic accidents remain one of the most common ______ of injuries and deaths for children around the world.
Past studies have found that youngsters are less good at ______ road hazards than adults, but Anat Meir, a lecturer in industrial engineering and management at Ben-Gurion University of the Negeve and the Holon Institute of Technology in Israel, wanted to pinpoint exactly which behaviors lead to accidents, with the goal of finding ways to ______ them.
To do that without putting anyone in danger, she turned to virtual reality. In 2013 Meir and her colleagues simulated (模拟) 18 streets in Israel and used an eye-tracking device to study how 46 adults and children (ranging in age from seven to 13) evaluated when it was safe to cross. Children aged seven to nine, they found, exhibited the least ______ when crossing, typically deciding to step into the virtual road with little or no hesitation, even when their field of vision was restricted. “We had parents looking on who were like, ‘Wow, I cannot believe my child just crossed there!’” Meir says. “It caused them to ______ their child’s road-crossing abilities.” The older children did not perform much ______, though for different reasons. They often stayed on the curb (路缘) for an improper amount of time—a(n) ______ that they are less able to distinguish between safe and hazardous situations than adults—and in interviews did not express an understanding of how ______ such as car speed and field of vision affect crossing safety.
______ do seem to improve crossing success. In Meir’s most recent study, described in Accident Analysis & Prevention, two dozen seven-to nine-year-olds underwent 40 minutes of hazard-detection training. Afterward, Meir and her colleagues ______ trainees’ and control kids’ performances in the virtual road-crossing task. The children who ______ safety instructions were significantly better at crossing than the control subjects—to the point that their crossing skills were similar to those of adults.
Next, Meir and policy makers aim to figure out how to translate these findings into the ______ world. “These results are important because you cannot find solutions without a(n) ______ of the problem,” says Joseph Kearney, a professor of computer science at the University of Iowa. “Now it’s up to people with their feet on the ground to determine how they can develop ______ programs for children and for parents about good road-crossing habits.”
【小题1】A.safety | B.science | C.vision | D.indication |
【小题2】A.sources | B.categories | C.levels | D.results |
【小题3】A.encountering | B.identifying | C.presenting | D.recalling |
【小题4】A.perform | B.ignore | C.correct | D.define |
【小题5】A.caution | B.interest | C.emotion | D.relief |
【小题6】A.record | B.recover | C.reinvent | D.reassess |
【小题7】A.worse | B.better | C.more quickly | D.more slowly |
【小题8】A.decision | B.indication | C.prediction | D.instruction |
【小题9】A.examples | B.ideas | C.factors | D.insights |
【小题10】A.Motivations | B.Observations | C.Prohibitions | D.Interventions |
【小题11】A.combined | B.restricted | C.compared | D.separated |
【小题12】A.designed | B.revealed | C.emphasized | D.received |
【小题13】A.outside | B.old | C.real | D.modern |
【小题14】A.feature | B.tackling | C.intensity | D.understanding |
【小题15】A.testing | B.learning | C.training | D.planning |