Report
2:
My Understanding of Driving Psychology
By Jayson Dicho
Instructions for this report are at:
www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-report2.htm
I am answering Questions 1, 3, 4, 5 and 7
The
Question I am Answering is, question 1: (a) Consider Tables 1, 2,
3, and 4 in the Lecture Notes, in the Section on Driving Psychology Theory and
Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-lecture-notes.htm#Charts
Consult the article from which the Tables were taken. (b) Using your own words,
describe the three behavioral domains and levels of a driver (nine cells). (c)
Illustrate each domain with your
own driving behavior skills and errors, or that of another driver you know
well, or a driver in a particular movie. (d) Make up a "driving
personality makeover" plan for yourself (or another driver you know well),
relating specifically to negative thoughts you have about other road
users. (e) Discuss the problems you anticipate in carrying out such a plan
successfully. (f) Any other comments you wish to make.
A. The
charts and tables referred to in this question are contained at this web sight
for your reference.
www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-lecture-notes.htm#Charts
B.
The
three domains of behavior that is essential to successful driving are the
affective domain, which are your desires and motives to drive your car, the
cognitive domain; consists of the knowledge of traffic laws and regulations as
well as the knowledge of how to actually drive a car and finally, the sensor
motor domain, which is basically your ability to react and perform the
cognitive and affective domains.
Everyone operates on a
different level of each domain that will result in the type of behavior on the
road the individual will execute. Each
domain consists of 3 different levels, and within each level consisting of
either a positive or negative orientation.
In which, essentially, sums up to eighteen different zones of possible
driver behaviors that an individual may act upon. Zones 1 through 9 consists of the three
levels of skills of the affective, cognitive and sensor motor domains, while
zones 10 through 18 are the errors.
“Proficiency” is level one, which is to
measure the affective proficiency-staying calm and
alert, the cognitive proficiency-figuring out what is going on around you and
the sensorimotor proficiency-your coordination and
response to events. “Safety” is level
two which to illustrates the affective safety-avoiding accidents, the cognitive
safety-identifying trouble areas and sensorimotor
safety-performing cautious and sensible actions. “Responsibility”, the final level, symbolizes
affective responsibility-being accountable for your actions, cognitive
responsibility-prosocial skills and planning, and sensorimotor responsibility-social exchanges and calmness.
C.
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SKILLS (+) |
||
|
AFFECTIVE
(+A) |
COGNITIVE
(+C) |
SENSORIMOTOR
(+S) |
|
I should slow down
around the middle street merge; traffic is pretty heavy here |
This person has
been trying to get in for a while; I’ll let him in front of me. |
Come on in Bradah! (Shakah/ Driving Aloha) |
|
ERRORS
(-) |
||
|
AFFECTIVE
(-A) |
COGNITIVE
(-C) |
SENSORIMOTOR
(S) |
|
I can’t stand it when
my mom tells me how to drive and always tries to correct me! |
I really hate it
when people rubber neck an accident, just go already darn it! |
(Yelling!) Hey
Idiot!! You almost hit me!!(The middle finger) |
D.
|
Affective Level |
Cognitive Level |
Sensorimotor Level |
I should be more accepting of my mother’s comments. She’s
only trying to help.
|
I
need to learn to be more patient on the road. |
I
should restrict my beeping of my horn to only emergency situations |
|
I
should learn to accept people’s constructive criticisms this will help me
realize my mistakes and make me a better driver. |
I was once a beginner driver and I should be more
understanding to people who are new to driving.
|
I
should never give the other driver the middle finger because I don’t know the
whole story. |
I should not allow myself to conduct unacceptable
behavior to other drivers or pedestrians.
|
I need to take responsibility for my own actions and
realize that sometimes it could be my own fault
|
Raising my voice will not gain anything; aggression only
leads to more aggresion
|
I should refrain from negative thoughts, for the end
result will always be a negative action.
|
I need to put myself in other’s shoes and see their side
of the situation.
|
Tailgating should only be done in the stadium parking lot
during football season.
|
It will most likely be difficult because most of the time
on the road I react with my emotions before thinking through. When it comes to driving, I drive to get
where I’m going and I don’t have time to enjoy the scenery. I often catch
myself speeding. I get irritated with
anyone that drives slow in front of me. I am extremely irritable in traffic. I
am working on being more aware of my bad driving habits.
The Question I am answering is,
question 3. (a) Discuss these
two Web sites: http://drivers.com/ vs. Dr. Driving by first describing their overall
appearance and purpose. (b) What are their main differences? Be sure to
consider at least these areas: (i) articles (ii)
newsletters (iii) style (iv) probable audience (v)
public relations or policy (vi) advertising (vii) size (viii) ranking (ix)
other sites that link to each. (c) Any other comments you wish to make.
I opened up both websites on
two separate windows and the first thing that opened up http://drivers.com/ was an advertisement pop up.
Once I closed the advertisement one can observe the significant
differences between the two websites. Drivers.com is a site for auto driver
information as well as drivers for computers, printers, scanners, and all sorts
of computer supplies.
Both homepages were quite
different. The Dr Driving homepage is
very personal you can tell that the person who made this web sight has little
experience. Compared to drivers.com’s,
one can see that this web sight was much more professional. The drivers.com
site also contains a disclaimer, privacy policy, and a copyright that is quite
visible. The Dr Driving web sight did not appear to have one present.
Below
is a list of differences that I’ve noticed between the two web sights:
-
Articles: Although
drivers.com contained a lot of articles they are meant more for consumers
rather than for research. The articles on drdriving.org are for educational
purposes making it much more interesting and useful. In addition, Dr Driving contains
everything from experiments to scientific facts.
-
Newsletters: The obvious
difference that one can notice between the two regarding newsletters is that Dr
Driving contains no newsletters while drivers.com does.
-
Style: As I said above
drivers.com does have the more professional appearance. In addition, I feel that the blue background
is easier on the eyes.
-
Probable audience: Dr
Driving web sight is geared more towards students or people conducting
research, where as drivers.com are mainly a type of shopping web sight.
-
Public relations or
policy: Dr Driving’s web sight has the advantage
because you have an outstanding College professor (Dr James) who will
respond to you with a question. While
driver.com has something similar, however, it seems more like your emailing a
machine rather than a human being.
-
Advertising: One can
obviously see that drivers.com is geared towards selling products. The
advertisements are everywhere! Compared to Dr Driving, this web sight only has
one advertisement which is on a book that helps understand concepts about the
website and driving psychology. It is quite suitable and ties nicely.
-
Size: Drivers.com has a
lot about nothing Drdriving.org
has more meaningful content and has a lot of different links that can help one to
a related subject.
-
Ranking: Obviously
drivers.com holds the higher ranking due to the amount of money invested on
this web sight. (It helps to have money)
Other sites that link to
each: Dr Driving’s links supplement to what one is
learning and researching compared to drivers.com is focused on making money, leading
you to more advertisements and pop-ups.
The question I am answering is,
Question 4: a) Select six student reports on
driving psychology from Generation 20 , as listed in
the Readings Section of the Lecture Notes. www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-lecture-notes.htm#g20-reports
You must select any two students from Report 1, two different students
from Report 2, and two still different students from Report 3. So there will be
a total of six different students, two students for each report. (b) Summarize
each of the six reports. Be sure you put a link to the report you are referring
to. (c) Add a General Conclusion Section in which you discuss your reactions to
what they did – (i) their ideas, (ii) their method,
(iii) their explanations. (d) What did they gain from doing their reports? (e)
How do their ideas influence what you yourself think about these issues? (e)
Any other comments you wish to make.4
Sayo Yoshino
Report 1 on Driving Psychology: Theory and
Application
http://www.soc.hawaii.edu/leonj/409as2004/sayo/report1.htm
Yoshino’s report 1 covered
the definitions of traffic psychology, The driver’s threefold, self-witnessing
methodology, road rage, aggressive driving legislation, driver’s emotional
intelligence, driver’s emotional spin cycle, newsgroups for drivers, and
livelong driver education. He talked
about the importance of self-recognition through educating oneself the above
definitions listed, in becoming more vigilant of the hazards of road rage.
Yoshino’s method seemed orderly. There were more listings than
paragraphs. Also note that Yoshino
provided excellent examples in his conclusion.
Although Yoshino did not
have a driver’s license, he was able to see emotions, feelings and thoughts
that were worthy of change. The
assignment apparently was a revolutionary experience for him. Although he
lacked the driving experience, his report was quite interesting and
open-minded.
Report 1 Driving
Psychology: Theory and Application
http://www.soc.hawaii.edu/leonj/409as2004/arakawa-longboy/report1.htm
Arakawa
writes that the Driving Psychology course will teach a person why people behave
that way when they drive, but also, how to change one’s driving behavior for
the better, and also, the external and internal factors that influence the way
people drive. Arakawa explains that we
learn all this though the psychological mechanics of driving, to include the
threefold self. Arakawa also admits that
prior to enrolling in this course, she was unaware of driving psychology, but
now she is quite aware of the importance of how driving psychology can
influence one’s decisions. Arakawa is
proud of what she has accomplished through this course and encourages everyone
to take a driving psychology class because she thinks it will help with
everyone’s driving behavior essentially making our roads a safer environment.
Furthermore,
Arakawa thinks generational reports are an efficient way of learning; however, she
does comment on how much she dislikes oral presentations. Arakawa also commented that the course has made
her more aware of her driving behavior and realized that she can be a reckless
and aggressive driver. Her report also
explains the two goals of driving psychology: one, to decrease the number of
auto accidents each year and two, is to improve the people’s character.
Arakawa begins her report with a short introduction
and definitions of the driver’s threefold self, self-witnessing methodology,
road rage, emotional intelligence, and theory of driving. Arakawa then gives an autobiography in which
she describes how she learned her aggressive driving behaviors were passed down
from her father and grandfather.
Arakawa’s grandfather taught her that “the fastest way to get to your
destination was always the best way.”
She also mentioned how her peers and the media, such as movies like the
Fast and Furious, influenced her driving behavior. She explains how before
taking this course she thought she was a good driver and that everyone should
drive like her. But now, Arakawa is
considering anger management courses.
Arakawa concluded her report by stating that this
course put driving in a whole different perspective for her. It made her realize how everyone on the road effects each other and now she can help others understand
their driving behavior. Arakawa believes
that driving psychology needs to be taught to legislation so they can find new
and improved ways of enforcing safer driving laws. Arakawa’s report ended with this advice to
future generations: “Do the reading, follow the schedule, and be on top of
things!! DO NOT wait until the last minute and follow the instructions!!”
Jenny Arakaki
Report 2 My Driving Personality Makeover Project
http://www.soc.hawaii.edu/leonj/409as2004/arakaki/report2.htm
Arakaki basically followed the same format
as Arakawa’s report I with a preface, introduction, definitions, and
autobiography. In addition, Arakaki also added the definitions of scofflaw, left lane
bandit and newsgroup for drivers. She
explains driving psychology as a way to manage one’s feelings and emotions
while driving on the road. Arakaki also describes how today’s society is always on the
go and can’t seem to tolerate waiting in traffic (well who can stand traffic). Her report also tells how her friends would
go out of their way just to avoid traffic, regardless of how long it would take
them to reach their destination.
Arakaki comments of how proud she is to be
a part of generation 20 because of how she can voice her opinions and people
can hopefully use her advice in the future.
Arakaki hopes that her research will influence
people’s driving behavior and perhaps even save lives. Arakaki
admitted that she tends to be an aggressive driver who consistently drivers
over the speed limit, fails to use her blinker, or even stop at stop
signs. Arakaki
is proud of the fact that she restrains her anger within the boundaries of her
car and will not flick people off or yell at them. Like Arakawa, Arakaki
also believesthat the media plays a vital role on
influencing people’s driving behavior.
Movies show fast driving, multitasking and crazy car wrecks that people
always walk away from.
Arakaki explains that her reckless driving
was learned by her fellow peers. Opposite of Arakawa, Arakaki’s
parents were quite the role model for driving, unfortunately she ended up
different from her parents. She
concludes her report with advice to future readers She says “the most important
thing is to take the information in the course seriously because it will help
us create a safer society.”
Report 2 Driving Personality Makeover Project
http://www.soc.hawaii.edu/leonj/409as2004/concep/report%202.htm
Concepcion also began logging in a driving journal, and kept track of all
the bad behaviors he caught himself doing by placing beads of different colors
into a cup while as he was driving. Each
color represented a type of behavior and at the end he would annotate these
behaviors in his journal. After recording
his behaviors without any changes for the first week he then decided that every
time he caught himself behaving in such a manner he would remind himself how his
negative attitude would only worsen the driving situation.
In addition, he also listened
to different types of music to see if that too would influence his
behavior. However, he found that it
wasn’t the music that reduced his negative tendencies, but his conscious
negative reinforcement, which resulted in, what he says, a
raise of his emotional intelligence.
Jeremy Kubo
Report 3 My Proposal for Lifelong Driver Education
http://www.soc.hawaii.edu/leonj/409as2004/kubo/report3.htm
Kubo’s
goal was to understand the importance of lifelong driver education and how to
implement a solution to educate everyone from adolescence to late adulthood.
Kubo’s
report discuss’s about Quality Driving Circles and
how it can improve our highways and save lives. Kubo came up with a proposal
for a lifelong driver education course. He believes that driver education
should be split up into four categories.
Categorie 1: Infancy to
elementary (ages 0-12): Kubo believes that during this age the affective self plays
the key role. Kubo discusses about how these groups of people are passengers
and learn from other people’s driving habits.
Categorie 2: Intermediate
(ages 13-14): Kubo believes that within this age the cognitive self serves as
the key role. Kubo explains that children at this age understands right from
wrong and can tell whose fault an accident was or something similar of that
sort. Kubo also mentions that children at this age are anticipating that soon they
will be learning to drive and so this is a perfect opportunity to approach
self-witnessing. Self-witnessing can be useful because children can learn from
their mistakes or others mistakes and avoid making them.
Categorie 3: High-school
(ages 15-18): Kubo believes that during this age the sensorimotor
self is the key role, during this age most adolescence are driving or will be
driving very soon. Kubo discusses that ideally with all the driver education
that they have learned from their previous years their affective and cognitive
selves will be sufficient enough to control their sensorimotor
selves.
Categorie 4: Post
high-school (ages 18+): Within this age group that Kubo hopes that through all
the training that the children have obtained in their lifetime it’ll be enough
to create a safer environment to drive in for themselves and their community.
Kubo
had an interesting proposal. Although we should add another category for people
entering their late adulthood due to the significant physical life changes that
a person undergoes.
Jesse Chang
Report 3 My Proposal for Lifelong Education
http://www.soc.hawaii.edu/leonj/409as2004/chang/report%203.htm
Like Kubo, Chang also
discussed the importance of being a lifelong driver of education. Chang researched past generations’ ideas and
insights on similar topics and critiqued them.
Chang incorporated his own ideas and thoughts into his own version of
what an ideal lifelong driver of education should be. Also, chang
discussed the importance of lifelong driver education and its positive
implication on drivers.
Chang’s ideas were quite
identical to Kubo’s; as a matter of fact I felt that it was too similar. Chang’s methods were typical to other
generations. He basically answered the
same way as some of his fellow classmates. However, unlike his peers, Chang did
go into depth with his answers for each generation that he discussed.
Overall, I did not gain much
from Chang’s report. It was like some of
the others. For the next generation, I
think that they should be able to have colored backgrounds. It has been really difficult to look at the
same background, same fonts, and same style.
Chang did a pretty good job, especially with his spell check and grammar.
The Question I am answering is,
question 5: (a) Consider Table 5 in the Lecture
Notes, in the Section on Driving Psychology Theory and Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy21/409a-g21-lecture-notes.htm#Charts.
(b) Consult the article from which the Table was taken. (c) Copy and paste the
table into your file. Now delete the examples in each cell and replace them
with your own examples that you make up. (d) Discuss why driving is such a big
problem in all societies and why no effective solutions have yet been found for
them. (e) Discuss the solutions offered by Dr. Leon James (www.DrDriving.org). What likelihood is
there that his approach will be adopted? Explain. (f) Any other comments you
wish to make.
A. B. C.
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The above comes from: www.drdriving.org/articles/driving_psy.htm
D.
The problems that arise from
driving are largely in part because of the kind of society in which we live. With
our fast-paced lives and our rush to get where we need to be we
often neglect road safety. Today people insist upon maintaining control of everything.
What people fail to realize is that there are millions of other drivers on the
highway and it is quite impossible to control. When people feel out of control
they resort to anger, frustration, rage, and anxiety. No effective solutions
have been put forward because a majority of drivers are unaware to of their own
road rage. Until more drivers are aware that they sometimes succumb to rage and
would like to learn how to be a safer more supportive driver, it will be
difficult to solve this driving dilemma.
E.
Dr. James at www.DrDriving.org offers some solutions to
include practicing self-observation behind the wheel, the driver personality
makeover, partnership driving arrangements, increasing public awareness,
supporting and promoting civic activism that focus on safe driving. However, in
my opinion, it is unlikely that people will adopt his approaches. Although his
solutions are rational and even good ideas, in today’s world if you can’t work
something into the evening sitcom lineup one is not likely to see results.
Sadly enough many people will not take road rage and driver improvement seriously
until it is too late. For many people someone they know has to be seriously
injured or even killed before they will realize that action needs to be taken
to improve our driving world.
The
Question I am answering is Question 7: (a) Our textbook Road
Rage and Aggressive Driving has exercises in several chapters. Do the
following four exercises: (i) Exercise on scenario
analysis on p. 129; (ii) Exercise on self-assessment on p.134; (iii) Exercise
on identifying assumptions on p. 131; and (iv) Exercise
on negative vs. positive driving on p. 122. (b) What were your reactions to the
exercises? (c) Discuss how these exercises help you to become more aware of
yourself as a driver. (d) Do some of the exercises
with another driver you know. How do they help you understand some principles
of driving psychology mentioned in the book? (e) Any other comments you wish to
make.
A.
Exercises:
(i) Page 129: Scenario Analysis to Modify Oppositional
Thinking. This exercise calls for the participant to look at several common
scenarios that can, and do, occur while driving and try to find what is wrong
in each statement example that fits with each scenario. For example: In a section about obsessing
about slow traffic, “at this rate, we will never get there!” This statement is false, at some point, you will get there, but maybe not at the desired
time. In addition, if you wanted to try
to avoid this, you could leave earlier, so that if there is an unforeseen
holdup, you can remain calm because you have allowed more time. The patience is
lost when the above statement is made, and being able to retain patience is an
important aspect of driving safely.
(ii) Exercise: Assessing Myself as a Driver
Step 1:
My Best Driving Traits:
(according to myself)
1. Maintaining at
least a 2 second distance from the other vehicle
2. Not
splitting Lanes
3.
Driving with Aloha (Courteous)
My Worst Driving Traits:
1. Driving 15
miles over the speed limit
2.
Talking on my cell phone
3. Not
catering to my passengers needs
Step 2:
My Best Driving Traits:
(according to my passenger)
1. Good Sense of
Direction
2. Reaching
destination on time
My Worst Driving Traits
1. Not listening To their advise
2. I
drive miss daisy
My perceptions and my
passenger’s perceptions differ mainly because I cannot physically observe
myself behind the wheel. That being said I observe things more mentally while
he observes more physical aspects. (ex: my sense of
direction)
(iii)Exercise: Identifying Wrong Assumptions
The exercise asked us to
find the wrong assumptions a man made in his DUI driving incident.
(iv)Exercise: Negative vs. Positive Driving
Positive and Negative Driver
Competence Skills
My driving:
1. In traffic I need to make
sure I control my anger.
2. No one on the road is out
to get me.
3. I must not attempt to
control what I cannot control which is other’s behaviors
4. I must be the better
person and maintain control my own actions for I myself am solely responsible
for them.
5. The golden rule applies
at all times. Do unto others as they do onto to you.
6. Learn from your mistakes
and move on. Do not dwell on them
they’ll only make things worst.
7. If I’m going so slow
then why is everyone behind me?
(b) I
found the exercises to be somewhat interesting. It was fun to get to ask my girlfriend
her opinion about my driving. These exercises without a doubt aided me into
becoming a better driver. They made me focus on different situations and
remember to always try to view a situation from different sides.
(c) These
exercises have opened my awareness to the impression I make on the road. When I
am behind the wheel I am working on making a better impression on my passengers
and other drivers. I should always take into account that I want all people to
have a good impression on me and not think I am a dangerous person to ride with.
(d) I did the
driver assessment with my girlfriend. The principle her answers most helped me
to understand was that of awareness. It is important for us to be aware of
ourselves when we are behind the wheel. As passengers it is our right to voice out if we
become aware of a situation or habit that may put us in danger.
(e) It
allowed me to assess myself to be a better driver- not just others.
My Report on the Current Generation
My report is on Kyle
Takashima, Constance Decaires, Malia Tarayao
Takashima said that
he felt that he was not really unsafe when using his phone in the car, but that
others he has seen are. He went on to
say that he rides his motorcycle a lot, and he commented that the most
dangerous to him on the road is the “soccer-mom on the phone in the SUV”
because they do not seem to be paying much attention, and can easily miss a
motorcycle next to them.
The
content of his presentation overlaps what I was saying about safety on the road
in the above questions. Being on a cell
phone is just another factor in the traffic safety plague. Although somewhat difficult to have extremely
accurate numbers, the cell can and does affect the sensorimotor
action of driving, and it can be dangerous.
First she explains
that there are many fatal accidents that are never reported to police,
especially in underdeveloped countries where the legal system is less
structured. There are a reported 2-5% of
fatal accidents in developed countries that are incorrectly filed or have even
not been filed!
For her second
concept, she discusses how it is difficult to predict fatal accidents. She gives the example that in
Finally, she tackles
the economic cost of road accidents. She
mentions that developed countries spend a disturbing 1%-3% of the country’s
gross national product on car accidents. This concept
overlaps with my idea of how expensive it would be to try to reduce road rage
through life long education.
Advise to Future Generations:
Do not let yourself be overwhelmed by the
course load. This course isn’t really
that hard and the assignments aren’t difficult either. It’s just that the majorities of his work are
repetitive and require lots of time.
Give yourself ample time to complete your work. Don’t do it alone your entire class is in the
same boat as you are, don’t be afraid to ask for help. Once you get into the pace of things you’ll
find that his course isn’t so bad after all.
Class Home: www.soc.hawaii.edu/leonj/leonj/leonpsy22/classhome-g22.htm
My Home Page:
www.soc.hawaii.edu/leon/409as2005/Dicho/409a-g22-home.htm