Unlike affordances involving stationary objects affordances involving moving objects change over time. for action that depend within the fit between the characteristics of the perceiver and the properties of the environment (J. J. Gibson 1979 When determining whether it is possible to jump across a creek for example children must take into account the distance from one side of the creek to the additional in relation to how far they can jump. Similarly when deciding whether it is possible to catch a take flight ball children must take into account the trajectory of the ball in relation to how fast they can move. Errors in judging options for action can occur when children misperceive their personal level of ability or the properties of the environment (or both). To day much of what we know about how children perceive and take action on affordances entails possibilities for action in static environments (i.e. moving oneself in relation to stationary objects and surfaces; Adolph 1995 Franchek & Adolph in press; McKenzie & Forbes 1992 Plumert 1995 Pufall & Dunbar 1992 We know relatively little about how children perceive and take action on affordances in dynamic environments (i.e. moving oneself in relation to additional moving objects or surfaces; Lee Small & McLaughlin 1984 te Velde vehicle der Kamp Barela & Savelsbergh 2005 Perceiving and acting on affordances is usually much more complex when objects are moving than when they are stationary. In large part this is because affordances switch over time when objects are moving. This means that a moving object may afford a possibility for action at one point in time but not at a later on point in time. For example a take CEP-28122 flight ball may be catchable if the person starts to move soon after the ball is definitely hit but not if the person waits to move until well after the ball is definitely hit (Peper et al. 1994 In short decisions and actions must be tightly linked to successfully realize affordances including moving objects particularly when the temporal windows for movement is definitely small. This means that actions must be fitted to decisions both spatially and temporally. This is not the case when perceiving and acting on affordances inside a static environment. That is the affordance remains the same no matter when the person begins to move. Road CEP-28122 crossing is definitely a common everyday task that involves perceiving and acting on affordances including moving objects. To successfully select a space that affords crossing individuals must accurately judge the temporal size of the space in relation to Prp10 the time required to cross the space. This is further complicated by the fact that streams of traffic usually require individuals to evaluate multiple opportunities for crossing sometimes including more than one lane of traffic. To successfully take action on a space decision individuals must synchronize their motions with respect to the lead vehicle in the space in order to cross before the tail vehicle arrives. When there is more than one lane of traffic individuals must also coordinate their actions with respect to CEP-28122 multiple lead vehicles. Importantly given the dynamic nature of traffic space decisions and crossing motions must be tightly linked. That is selecting a space that affords crossing can lead to poor results if the child delays too long before moving and exactly coordinating movement can also lead to poor results if the child selects a space that is too small to afford safe crossing. Here we overview our work on how children and adults perceive and take action on affordances including moving objects in the context of a real-world problem – bicycling across gaps in traffic. Throughout all of CEP-28122 this work we have attempted to bridge basic research on belief and action and applied study on childhood security (Schwebel Plumert & Pick out 2000 Our focus is definitely on children between the age groups of 10 and 14 because children in this age range are at highest risk CEP-28122 for car-bicycle collisions (National Highway Traffic Security Administration 2009 The Bicycling Simulator We have systematically investigated how child and CEP-28122 adult cyclists link space decisions and crossing actions using an immersive interactive.