Report 2:

My Understanding of Driving Psychology

Robert Lee

Instructions for this report are at:

I am answering questions 1, 3, 4, 5, 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  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) Throughout this course we have been talking about our threefold self. There is the affective self, cognitive self, and the sensorimotor self. Our lecture notes explains to us that the affective self, “… operates the feelings and motivations we maintain behind the wheel.” (b) Simply it means… its how we feel and what motivates us while we’re driving. The affective self can change very often throughout one journey on the road, because there are so many things going on. (c) An example of the affective self would be someone who is being highly competitive or showing dominance. For example speeding up and slowing down when a car tries to pass you.  I believe that the affective self is what controls our physical actions and cognitive thoughts. This leads me to the other self.


The cognitive self, “… operates the thinking and reasoning we do behind the wheel.” In simpler terms it means what we are thinking when problems or situations occur. An example of the cognitive self is someone who shows inaccurate risk assessment. For example some one who “points their finger” at someone else before they “point” it at themselves.


Last but not least we have the sensorimotor self, “… operates the sensations, perceptions, and motor acts we perform behind the wheel.” These are the physical acts and physical “symptoms” we get while driving.


The sensorimotor self is pretty self explanatory. If you’re angry at someone who cut you off you “flick” them off. This doesn’t limit it to your own body, but your car as well. Cutting someone off is an example of your sensorimotor self.


(d) I personally have many problems with my threefold self. My affective self reflects a lot especially if I’m angry or frustrated. I tend to drive very fast and very recklessly. It also depends on the music I listen to. If I listen to loud angry hip-hop/rap music I tend to drive faster, but if I listen to slow R&B songs I tend to drive slower, and not care about what’s going on around me.


I also have a problem with my cognitive self. I like to yell at others and blame others before I blame myself. If I almost cause an accident I usually yell at the other person wish harmful things upon the other person. I complain that certain people should not be able to drive and should get their license revoked or other things of that sort.


(e) So the million dollar question is… “How do I improve myself?” After taking this class I found that I have to be a supportive driver. I have to learn to accept other people’s flaws and apologize for mine. I have to learn to find the positive out of the negative. For example, if someone cuts me off, “It’s ok. I’m in no hurry. That person must really need to get somewhere fast.” I also should think before I act. I should always keep in the back of my mind instead of “flicking the bird” show aloha (a wave hi… or the shaka), no matter how bad the negative action was.


Some problems that I might anticipate are my mood that I bring into the car. If I had a bad day at work or school I might bring it in the car and onto the road without thinking. I’ve noticed that the worse my mood is after work, the faster I get home. I can cut an hour drive home into 30-45 minutes which is very fast.


(f) After taking this class I’ve noticed that my attitude does “stink” on the road and I promise I will try and be better, because I now know that it affects many people other than myself.



“The Question I am answering is Question 3”

(a) Discuss these two Web sites: 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.



          (a) Just by looking at these two URL’s you already know that they’re going to be different. If you know anything about computers you know that .com stands for commercial use, and .org is an organization unit. Just by the URL alone I know that the .com is going to have advertisements all over it.


          I opened up both websites on two different windows and the first thing that I noticed when I opened up was that a pop-up showed up (an advertisement). After I closed out the advertisement I noticed that the two websites are totally different. is a site for auto driver information AND drivers for computers, printers, scanners, and all kinds of other computer things.


          (b) Both homepages are very different the drdriving homepage is very “homely” or “personal” you can tell that someone who has some web experience had made this. On the other hand if you go to’s homepage you can tell that it’s very professional and is very “clean.” The site also has a disclaimer, privacy policy, and a copyright that is very clear. I can’t seem to find one on the drdriving site.


After clicking into the auto drivers link the page is still very organized and neat. The page itself is not very long; however the drdriving page is very long. Here are some main differences…


-         (i) Articles: I noticed that although has a lot of articles they are meant more for consumers. The articles on is for educational purposes making it much more interesting and useful (to me anyway (a college student)). has everything from experiments to scientific facts.


-         (ii) Newsletters: The only difference that I notice between the two about newsletters is… doesn’t have one and does. Honestly, I hate newsletters they just send junk mail to your email.


-         (iii) Style: Style-wise I’m going to have to give a better rating, because it has less clutter than (Sorry Dr. James please don’t down grade me… I still think your website’s cool).


-         (iv) Probable audience: Like I said earlier… is meant for educational purposes unlike which is meant for consumers.


-         (v) Public relations or policy: has a great public relation, because you can ask questions and eventually get a genuine meaningful answer from a professional. is more meant for the money and feels like a “hollow” relationship, unlike


-         (vi) Advertising: Obviously is all about making the money and setting up advertisements. They have advertisements everywhere. has AN advertisement, but that’s for a book that helps understand concepts about the website and driving psychology. It complements the education and the learning experience.


-         (vii) Size: I would have to say that is a bigger website, but there is so much unnecessary material and advertisements. has more meaningful content and has many different links that help you to a related subject, unlike


-         (viii) Ranking: is probably ranked higher because they paid for it. It’s a prime example of the rich holding down the poor.


(c) Other sites that link to each: Like I said earlier… links supplement to what you’re learning about, and is all about the money, taking you to advertisements and crazy 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.  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.



          The first person I decided to write on was Ikue Fukushima (R1a). Her report caught my eye because she had the funny, yet serious story, in the beginning of her site. She talks about how she has earned her permit, but has failed the driving exam THREE times. Ikue focuses on ten very important points throughout her paper.


I.                   The Driver’s Threefold Self: The affective self (driver’s will: goal or motivation), the cognitive self (driver’s decision: illogical or logical decision making), and the sensorimotor self (based on your affective and cognitive self: doing a physical act because of the other “selves”).


II.                Self-witnessing Methodology: Self-observing and self-monitoring yourself when/ while you drive. You can do this by using a tape recorder/ articulating your feelings out loud


III.             Road Rage: Any aggressive behavior behind the wheel, which can be divided into three categories…

a.      Verbal Road Rage: expressing their aggressive feelings into words. IE: yelling, cursing, and insulting.

b.     Quiet Road Rage: expressing their aggressive feelings by competing, complaining, rushing, and resisting.

c.     Epic Road Rage: expressing their aggressive feelings by cutting someone off, fight, or worse case scenarios… kill someone.


IV.            Aggressive Driving Legislation: Refers to state laws that try to stop people from engaging in aggressive driving by handing out tickets, fines, and other monetary ways.


V.               The Driver’s Emotional Intelligence: Level in which a motorist can drive logically, patiently, and supportively.


VI.            The Driver’s Emotional Spin-cycle:

1. Negative about others ==> 2. Positive about others

3. Negative about self     ==> 4. Positive about self


“The driver's emotional spin cycle can be divided into four sections as shown in the figure above.  These four sections consist of 1 being negative about others and the world, 2, being positive about others and the world, 3 being negative about self, 4 being positive about self.  The first section (negative about others) shows a person who has negative views about other drivers on the road.  Because he is a negative person, his motivation will be negative (I do not want to stop for the pedestrian).  His negative affection will cause his cognitive self to be negative (let's just hit the pedestrian), resulting in epic road rage. (Sensorimotor self).  On the other hand, if you have positive views about others, you will have a positive feeling which causes you to think positive leading to positive, safe driving.” (


VII.         Newsgroups for Drivers: This topic is self explanatory; this is where drivers talk about anything that deals with driving. This includes things like cheapest gas, driving skills, and complaints about aggressive drivers, and etc.


VIII.      Life Long Driver Education: This topic is self explanatory as well, this talks about how people get education about driving throughout their lifetime to increase awareness, and decrease accidents.


IX.            Automatization of Driving Behavior: This driving behavior is the ability to not have to concentrate your whole effort into driving while you’re driving. You usually develop this after you find a comfort level in driving/ when you go to somewhere that you’re very familiar with… IE. Home, School, Work, and etc.


X.               Peer Pressure: Everybody knows what peer pressure is, but in the driving sense it means taking in good and bad driving habits from others including your parents.


The second person that I chose to write about was Sayo Yoshino (R1b). Sayo also talks about the same things that Ikue talks about. She talks about the ten definitions for driving. Sayo also talks about the three basic principals in driving psychology.


1. Driving is a complicated habit which involves cultural norm behavior.


2. Driving habits can be divided into three domains which are affective, cognitive and sensorimotor.


3. Driving habits can be influenced by parents, friends and media.


(b) I found that reading these two reports were actually informational and very interesting. I found it interesting that these two people don’t have their licenses and are taking this class, and learning about driving before they start. Which is probably a good thing, because they can learn to become better drivers before they start.


The first person I decided to write about for their report 2 was Shari Arakawa-Longboy (R2a).The purpose of her report 2 was to identify her driving style, driving philosophy, and modify it. She did some experiments from the book and learned that she is a very aggressive driver.


Shari decided to create her own experiment and used the AWM (Acknowledge, Witnessing, and Modifying) approach. She acknowledged that she had a problem. She recorded her thoughts, actions, and other negative things while she was in the car for ten trips and found what she heard was not very appealing to her. After this experiment she decided to modify and try to become a better driver by being more passive and understanding.


Shari found that it is not impossible to break bad habits; she found that all it takes is some work. She found that you really have to notice your problem in order to fix it. In conclusion she talks about how everything in the book makes sense, but you might think it applies to you. She thought that way and found that she was very wrong and that she was a typical if not very aggressive driver. I also really enjoyed the graphs and other visuals that she provided, because it showed how aggressive she really was.


The second person I decided to write about was Jenny Arakaki (R2b). Jenny took different experiments that was in the book, and found that she too is an aggressive driver just like Shari.


Jenny created an experiment where she would record her actions while in the car, and she also had passengers take notes while she was driving to get another person’s perspective. She also had a deal with her passengers that she would pay ten cents per every negative reaction she had while in the car. I found this very interesting, because she ended up owing quite a bit of money (which I found pretty funny and amusing).


Jenny found that she is more aggressive during certain times of the day and certain days of the week. She also found some confounding variables, for instance she didn’t want to pay anymore money to her passengers for her negative behavior. One confounding variable that I thought of in her experiment was maybe her passengers could have made stuff up so that she’d have to pay out more (scandalous, but it could happen… ha ha ha).


(b) In the end, Jenny found that this experiment helped her a lot, but she still needs more work. She felt that she has to become a better supportive driver and she hopes she’ll reach that goal. She reflected on how she knew she was a bad driver, but didn’t know to what extent she was till she took this class, wrote this paper, and did her experiment. I really enjoyed Jenny’s paper. I really thought her experiment was very creative and her tables were very helpful in showing her results.


Last but not least we have report 3. The first person I decided to write about for report 3 was Jeremy Kubo (R3a). For report 3 he had to figure out the importance of lifelong driver education and how to implement a solution to educate everyone from young to the old.


Jeremy talks about QDC’s (Quality Driving Circles) and how it can improve the road ways and save lives. Jeremy drew up a proposal for lifelong driver education. He believes that driver education should be split up into four categories.


-         Infancy to elementary (ages 0-12): Jeremy believes that during this age the affective self is the biggest role. He talks about how these groups of people are passengers and learn from other people’s driving habits.


-         Intermediate (ages 13-14): Jeremy believes that during this age the cognitive self is the biggest role. He talks about children at this age know right from wrong and can tell whose fault an accident was or something of that sort. He also mentions that children at this age are getting excited that it’ll be their turn soon to drive and so this is a good time to approach self-witnessing. Self-witnessing can be useful because the children can learn from their mistakes or others mistakes and avoid making them in the future.


-         High-school (ages 15-18): Jeremy believes that during this time the sensorimotor self is the biggest role, because most of the people in this age bracket are driving or will be driving very soon. He talks about how hopefully with all the driver education that they learned from their previous years their affective and cognitive selves will be enough to control their sensorimotor selves.


-         Post high-school (ages 18+): This age bracket Jeremy hopes that through all the training that the people got in their lifetime it’ll be enough to create a safe environment to drive in for themselves and for others.


I think that Jeremy’s proposal was an excellent proposal. Although I would probably create another category, because I believe that the elderly should have their own category, because physical and mental changes occur biologically and that affects driving.


          The second person I chose to write about their report 3 was Jesse Chang (R3b). Jesse’s proposal for lifelong driver education consists of seven categories. His proposal starts from…


-         Birth to 24 months of age: Jesse talks about how a child in this age bracket is a “sponge” for information. He talks about how children cannot communicate verbally, but can communicate non-verbally and can also pick up non-verbal signals. He talks about how you shouldn’t get angry in the car or anywhere else in front of a child, because they can pick up on that and know that something is wrong.


-         Toddler (2nd to 3rd year of life): Jesse believes at this time children are focused on their affective selves. He feels that parents should process the feelings of the children and explain reactions and other things to children at this age. This sets a good example for the next stage.


-         Early childhood (ages 3-6): During this age children exposure from others such as peers and people on the outside world. He talks about how parents should redirect their behavior if it was inappropriate and find an alternative solution.


-         Middle childhood (ages 6-12): At this age the cognitive self becomes important. At this stage parents should teach their children why things are the way they are. Jesse believes that parents should have their children find alternative solutions towards negative activity in order to set a good foundation for negative actions.


-         Adolescence (ages 12-18): Jesse believes that driving psychology classes should be mandatory because it’s very important. He believes that it should probably be connected with health, because it is about their health and others. He says that it should be taught by HPD (law-enforcing figure), because they enforce the good habits over the bad. This is when the sensorimotor self is most important.


-         Adulthood (ages 19+): Jesse proposed an idea that people in this age bracket should take a mandatory course before getting their license to explain and teach lifelong driver education. He also created different penalties for people who break the law and repeat offenders. He talks about getting their license suspended or taken away, fines, and other things of that nature.


-         Elderly (whenever you consider yourself elderly): Jesse talks about how the elderly may have good affective and cognitive skills, but may lack the sensorimotor skills due to nature. He believes that a physician should examine an elderly person and support or deny an elderly person to get or renew their license.


(b) I think that Jesse’s proposal was a little bit more through than Jeremy’s. I really think that making the elderly into another section was a good idea. I know it may sound discriminating, but the fact is that as you grow older your body isn’t what it used to be.


(c) I really enjoyed reading the papers from the 20th generation. Their ideas were very creative and very interesting. I really enjoyed report 2 and how Jenny and Shari’s experiment was set up. (i) I really liked Jenny’s idea on paying her passengers due to negative reactions; I thought that was very creative. (ii) I also thought the method and execution of their experiments were good, however it probably needed to be tested and observed longer than ten days. (iii) Jeremy and Jesse’s explanations of their proposal for lifelong driver education were executed very well. It was very thorough and specific.


I really enjoyed reading everyone’s work throughout this section of my report 2. (d) Everyone seemed to have gained something from their reports. Some people learned how they want to be and don’t want to be behind the wheel (report 1). Some people learned who they were behind the wheel, and learned how to change it (report 2). Other people learned how to establish and execute lifelong driver education and will probably use it towards their personal lives and maybe their family’s (report 3).


(e) This generation really did a great job on with their reports. The presentations and the layouts were excellent. I really enjoyed looking over this generations work.




“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  (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 ( What likelihood is there that his approach will be adopted? Explain. (f) Any other comments you wish to make.








“I better drive slowly. It’s not safe to speed here.”

“This guy must not be going anywhere important. I think I’ll cruise too.”

(Shaka sign).

(Peace sign).

(Wave hello or thanks).





“I wish I that guy gets a really expensive ticket. “

“Look at this dumba$$ where did he get his license? They give it out to just anybody now.”

(Flicking the bird)



          (d) Driving is a huge problem in all societies because there are so many of us out there driving. Car accidents are one of the leading causes in car accidents. In this month alone (April ’05) in Hawaii we’ve had like 6 traffic deaths.


          I think that driving is a big problem and has no effective solution, because many of us don’t realize that we have a problem. For example, I didn’t know I was such an aggressive driver till I took this class, and I did this report. I thought I was a fairly good driver, but I found out that I’m not.


(e) Dr. James suggests on his site that we should all have a driving personality makeover. He says that we should commit yourself, build your self-witnessing theory, and apply self-modification techniques. Dr. James suggests that we should read his book and then with all understanding what we’re getting ourselves involved in we should commit to doing this makeover.


The second step is to self-witness. He suggests using his nine zone theory and checking off everyone that you complete as you observe yourself. The checklist will help you with your self-witnessing. You can use a tape recorder, say what you’re thinking about loud verbally, or you can have a passenger watch/ listen to you while you’re in the car.


Last but not least, Dr. James talks about there are many self-modification techniques that are in his book, and he suggests that people should see which one(s) that applies to them and try using that technique. He also suggests that you should repeat these steps throughout your driving life.




“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.



(i) Exercise on Scenario Analysis (pg. 129):


Exercise: There is a table on pg. 130, “Driving with Emotional Intelligence: Transforming Oppositional Symptoms Into Intelligent Remedies.” On the left column it shows the oppositional symptoms, on the next column over it talks about statements used in traffic, and on the right column it shows emotionally intelligent remedies.


The point of this exercise is to read each scenario and explain what is wrong in each scenario:


Problem: “Now I’m stuck behind this slow driver.”


Problem with this statement: Break this statement into two parts. 1) “There’s a slow driver ahead of me.” 2) “Great! Now I’m stuck behind this slow poke!” The objective part is the first part, because it’s true. The second statement is subjective it is not true, and has attitude in the statement.


Remedy: Be sympathetic towards that person. Maybe it’s the person’s first time driving or maybe the person had a really bad day and isn’t paying attention to the road.


Positive Benefit: If you’re in a hurry leave earlier. This will keep you and others around you safer and you don’t have to stress out about such a small thing. You can also enjoy this time in the car by listening to some music and relaxing.




(ii) Exercise on self-assessment (pg. 134)


Exercise: Think about your driving over the past few weeks and make a list of your best and worst traits. Talk to people who have driven with you recently and ask them to tell you what the best and worst traits are about you as a driver. Compare the two lists and how are your perceptions different from your passengers?


Positive traits according to me: I think that I’m patient and I yield to pedestrians better than others. I let pedestrians walk a whole car length in front of me before I turn into a crosswalk. I hardly ever use my horn.


Negative traits according to me: I like to yell and flick people off when they cut in front of me. I tend to fool around a lot when someone’s in the car. I don’t pay attention to anything around me, especially when I’m mad; I let my “auto-pilot” take over. I know this because when I’m angry I don’t remember how I got home, I don’t remember passing certain landmarks, and other things of that sort.


Positive traits according to passenger: I always thank people when they let me in. I always use my traffic signal. I always have my seat belt on.


Negative traits according to passenger: I yell, scream, swear, and have lots of obscene gestures. I speed during the day, and I drive slowly at night. I’m very impatient with everyone and everything.


Comparison: I didn’t really realize that I was that bad and that I was an aggressive driver. I thought I was actually pretty good. My passenger is fairly accurate considering we go everywhere together (my girlfriend). We drive from the North Shore to town everyday, and she found that I am a very impatient person behind the wheel, but I’m fairly patient outside the car. I really can’t get over how impatient I am. My girlfriend was telling me about some of the times that I lost my cool. I vaguely remember, but I don’t remember doing it at the time, unless I’m getting scolded by her.




(iii) Exercise on identifying assumptions (pg. 131)


Exercise: Read the paragraph on pg. 131 and identify the wrong assumptions the man makes, when you’re finished check to see if you noted all these points.


Paragraph one: He thought/ denying the fact that he was doing something wrong by being parked on the side where he wasn’t blocking traffic. He also thought that it was ok, because people let him go for half an hour. He also assumed that the guy blowing his horn had it out for him, because no one else cared and this guy was just being a jerk.


According to the book (paragraph 1): “… he ignores the crucial distinction a safety officer must make between someone parked in a designated parking space and someone who is not. He fails to empathize with the officer on duty and perspective, and considers only his own perspective.” (James and Nahl, pg. 131)


Paragraph two: He thought that he was doing nothing wrong and didn’t care what the other guy thought. He blew the horn back thinking that this guy was a jerk. He shouldn’t have got out and made the guy madder. He also didn’t have a right to get mad at the public safety officer; he was just doing his job.


According to the book (paragraph 2): “… he fails to note the significance of his ‘blowing the horn back’ as a gesture of noncompliance. He then compounds the oppositional behavior by leaving his car and confronting the officer in a belligerent manner. His focus is egocentric (‘he blew the horn to tell me, when eh could have pulled beside me to ask me’) and ignores the officer’s official role and legitimate behavior. He focuses on style and symbolism, not substance and function.” (James and Nahl, pg. 131)


Paragraph three: Although he was wrong he thought he was right. He’s very stubborn and thinks that this shouldn’t have happened and that the public safety officers had over-reacted and that he didn’t deserve all of the trouble he’s going through. Even as he writes this letter he still thinks that he’s right.


According to the book (paragraph 3): “…he has not backed down and continues to escalate, failing to focus on his legal state of intoxication. Clearly, even as he wrote the letter he failed to come to terms with his oppositional thinking, its symptoms, and its consequences.” (James and Nahl, pg. 131)


          I think I did a fairly good job at noting all the points in this story. I think the guy is an idiot. The funny thing is that something of this sort happened to cousin of mine and till this day he thinks that he shouldn’t have gotten busted, and shouldn’t have gotten the DUI. IDIOTS!!!!!!!!!!!!!




(iv) Exercise on negative vs. positive driving (pg. 122)


Exercise: Look at the table on pg. 123 and come up with an explanation for the items: Why is one subjective, false, and injurious while the other is objective, true, and peaceful? After that try and find words you would use in that frame of mind.



Driver Competence skills

Negative driving

Positive driving

My driving

Being concerned about consequences vs. giving in to an impulse

“I just want to give this driver a piece of my mind! I just want him to know how I feel.

“If I respond to this provocation, I lose control over the situation. It’s not worth it.

I know what he did is wrong, but it wouldn’t make any sense and wouldn’t be right if I were to yell at him about it.


          (b) The exercises were actually not as bad as I thought it would be. It was very educational and sort of fun. (c) These exercises helped me become more aware of myself as a driver, especially the exercise with what I thought was positive and negative about my driving and what my passenger thought was positive and negative about my driving. I found that exercise very interesting. (d) I did these exercises with my girlfriend and it taught her and me to be more patient with others and with each other. (e) We have to learn to help each other out when there is a stressful situation. This will help us “cool down” a problem that could escalade.


My Report on the Current Generation


          The first person that I chose was Kyle Santos. I chose his second oral presentation that he presented on March 7, 2005. The title of his presentation was, “Being a Supportive Driver.” Kyle describes what a supportive driver is


and how to become one. He talks about how you have to understand that each car is an individual with their own story. He talks about that in order to become a supportive driver you must be more accepting, understanding, and tolerant.


          Kyle also talks about a system that the National Motorists Association proposed. They wanted a rear window light panel- named “Envoy.” This panel includes three buttons that printed out words such as… “help,” “thanks,” and sorry. Kyle foresaw a problem in this, because somebody could probably hack into the “Envoy” system and make other words, obscene words.


          Last but not least, Kyle talked about how to train people to become a supportive driver. He talks about how we should want to help others and not hinder them. We don’t know what’s going on in other people’s minds. He also talks about how kindness is contagious.


          I agree with Kyle’s outlook on being a supportive driver. As I talked about throughout my report that being a supportive driver is key, and that it’ll make the roads much safer, and much friendlier.



          The next person I decided to write about was Brandi McWade’s, third oral presentation, “Changing Road User Behavior.” She presented this topic on April 4, 2005. She talks about legislation, reinforcement, and education.


          She talks about how she chose the concept about legislation because it’s an important part of changing driver’s behaviors. She talks about how legislation creates laws that influence what people do and how they act. For example, speed limits and DUI.


          Brandi talks about reinforcement. She talks about including incentives/ rewards for good behavior instead of discouraging bad behaviors. She found that this was a good idea because it seems that it’s an effective way of getting people to behave the way they want.


          Lastly, Brandi talks about education and passing on the skills and knowledge to persuade people to drive safer. She talks about how education begins from the very beginning. Parents should teach kids what’s right and wrong. Brandi believes that this concept is very important because it’s a method to change people’s behavior and helps keep the roads safer.


          I agree with Brandi’s presentation, because everything she says is very true. I believe that positive reinforcement works better than negative punishment. She also proves my points about lifelong driver education that I talk about earlier in my report.



          The last person I decided to write about was Dorcas Cashman’s second oral presentation on, “Recognizing, Observing, and Recording Road Rage and Aggressive Driving.” She presented this on February 28, 2005.


Dorcas goes on talking about three different exercises in the book. The first exercise is to help recognize aggression on the road. The objective is to help children define the concept of aggressiveness in public places. It’s also to sensitize children to their own aggressive experiences in public places. By doing these things it enhances children’s awareness of aggression.


          The second exercise is to observe driving. The objective for this exercise is to help children focus on driving etiquette and safety. It also helps children realize the bad consequences of dangerous driving. She went over some of the behaviors on a checklist. This is to help teach them right from wrong by observation.


          The last exercise is about DBB (Driver Behaving Badly). This is to make children more aware of passive exposure to driving lessons. For this exercise, children are to write down observations while watching TV. After a negative observation parents are to discuss what happened and that it’s wrong, and why it’s wrong.


          Dorcas made a lot of good points and I agree with different exercises. I think that this is a great approach towards lifelong driver education. This shows children good from bad, and what not to do and what to do in certain situations. All of which is covered throughout this report.




Advice to Future Generations


          To succeed in this course you need to be much disciplined. You cannot procrastinate or you will be left behind in the dust. Do your outlines and your reports accordingly. Practice your oral presentations, because practice does make perfect. If you find yourself in a jam with the internet portion…. Breathe… it’ll be ok… just try again later.


          You can expect to get a lot out of this class. When I enrolled in this class I thought I was going to learn about road rage and what caused it, but I learned more than that. My speaking skills got much better, my writing got much better, and I learned more than just about road rage psychology… I


learned general psychology, and the biggest thing I got from this class was all the web work that we had to do. I learned how to make a webpage, and learned how to post things up on the internet, which is probably a very useful tool.


          The last bit I leave to the future generations is……. GOOD LUCK!!! READ CAREFULLY!!! DON’T PROCRASTINATE…. TRUST ME!!!!!!!



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