Investigation of the effectiveness of traffic sign training in terms of training methods and sign characteristics

Objective: This research investigated whether different training methods had any effect on the effectiveness of traffic sign training and whether there were any relationships between traffic sign characteristics and effectiveness of the training. Methods: Thirty-six participants were randomly assigned into 4 equal-sized groups (control, paired-associate learning, recall training, and recognition training) to study the learnability of Mainland China traffic signs. In paired- associate learning, participants studied each traffic sign along with a referent describing its meaning. In addition to being informed of the meaning of traffic signs, both recall training and recognition training provided participants with questions and feedback. For recall training, the questioning process was a recall task in which participants had to produce a meaning for a given traffic sign from memory. For recognition training, the questioning process was a recognition task that required participants to identify the most appropriate referent corresponding to a given sign. No traffic sign training was given to the control group. Results: Each training method significantly improved comprehension of the meaning of traffic signs. Participants from recall training performed better in a posttraining test than those from paired-associate learning and recognition training, indicating that the recall training elicited a deeper level of learning. In addition, questioning and feedback had a positive influence on training effectiveness. Performance in the posttest was found to be better when the questioning process matched the test process. Regarding the traffic sign characteristics, semantic closeness had a long-lasting effect, in terms of the timescale of this experiment on traffic sign comprehension, and traffic signs were perceived as more meaningful after their intended meanings were studied. Conclusions: Recall training is more effective in enhancing comprehension of traffic signs than paired-associate learning and recognition training. The findings of this study provide a basis for useful recommendations for designing symbol-training programs to improve road safety for road users. © 2011 Taylor & Francis Group, LLC.