While surfing the internet for 2-3 hours on Tuesday evening, the thoughts in the back of mind was working at a rate faster than I could comprehend. Feelings of anxiety and frustration bombarded my thinking. I tried to get a hold of myself to control the erratic feelings that overwhelmed me so I could focus on what needed to be done. As I gained composure of the situation, I finally realized what my purpose was -- to select a report that caught my attention and impressed me. As I was cruising the net, it dawned on me that the report that I was interested in was right in front of my eyes. I chose Ayada Azeez's (409a, G7) report 2, "Acquiring Cyberspace Citizenship." As I was going through her links on her report, I came across one, Shane Cobb-Adam (of generation 4a), who took on the argument of how, "Every learning incident can be viewed in terms of the three ever present domains of human behavior -- namely the Affective Domain (feelings), the Cognitive Domain (thinking) and the Sensory-motor Domain (doing)." Out of curiosity, I decided to delve into this topic.

When I decided to start my adventure, I chose to start with a topic that was of interest to me (behavior in cyberspace). This led me to start with the generation and class which did reports on cyberpsychology. I find it very interesting to understand what motivates a person to act and react on certain isssues. For example, Mr. Cobb-Adam mentions how a persons affective behavior can be a positive or negative influence on cognitive thinking. By cruising the internet, or should I say, when attempting to make a web page, different types of emotions come into play. Feelings of anxiety/frustration or joy/contentment can be part of these emotions which in turn determines the outcome and quality of the web page produced.

Through Ms. Azeezs' report, Mr. Cobb-Adams does an excellent job of interpreting the domains of human behavior. For example, he states how the affective domain (feelings) can lead thoughts into the cognitive domain (thinking). In my opinion, I believe that the emotions that one is feeling while creating -- whether it be a piece of artwork, a novel or even a web page, affective behavior influences the cognitive realm, which in turn affects the sensory-motor domain (action).

After reading the report written by Mr. Cobb-Adams, a deeper insight of how one thinks and reacts to the thinking makes much more sense. I've always been one who thinks in a positive sense in whatever I do, however, having feelings of fear, anxiousness, frustration, anger, etc. do tend to get in the way of my progressing into deeper and more positive things in life. Mr. Cobb-Adams report has been a reminder to me that I need to take into the account of the ABC principle -- action, behavior, and consequence.

There were a few good reports done in this generation -- appearance wise as well as content. However, after browsing through the other reports, I've found that Ms. Azeez's web page and report caught my attention the most. I especially liked the gecko on the front -- I reminded me of me! Geckos are sort of like kittens. The only difference is that when you try to pet one it runs away.

I chose Nitsa McCarthy's report from 409a generation 2 because I felt that a lot of her feelings related to some of mine. It also related to the first selection that I did which dealt with the Affective and Cognitive domains. I tend to find attitudes in behavior very intriguing because it is so vast in its selection.

I decided to check out generation two just for the fun of it and decided that it was interesting to see how other people viewed other people's thoughts. You see, generation two's assignment was to review and discuss generation one's assignments -- I thought it would be interesting to read upon some insights. I'm investing quite a few hours on Netscape to read some of these reports and critique them. It's fun when one has the designated time for it.

Ms. McCarthy's report was actually series of events that took place weekly at the lab, in class, and outside of class. She explains how her feelings of frustration and anger peeked to its intensity just to get her work done on the computer. She goes on to mention all the inconveniences that come along with the class. For example, she claimed that there was a time when she was all set to go to the clic lab, and found out that the lab was open for only a certain time period. It may have been her fault for not checking, but these are some of the reasons that can add on to the frustration of learning the Internet.

After reading her report, I've found that all novices (such as myself), will tend to come across problems that will seem to intensify because of the illiteracy one has with the computer. Her affective feelings took hold of her cognitive thinking in ways that stifled her thinking in the beginning. I believe, however, that after some time, patience and practice, Ms. McCarthy got the hang of being involved with the use of the computer and rather enjoyed her experience as a cyberspace citizen. I am finding out for myself, that I am going through the same kinds of emotions as Ms. McCarthy had been going through in generation 2.

I've checked out the other student's reports in generation 2 and found that they all basically described their feelings and thoughts while going through their journey through cyberspace. They all had their unique way of handling their situations.

I chose Conrad Moreno's report from Psychology 459, generation 3. This class was centered around Traffic Psychology. I never heard of the term "Traffic Psychology," so I thought that would be interesting to look more in to.

Well , after looking over so many reports, I came across this page and thought that it would be interesting to investigate. I was cruising on all the generations and saw this page with all the students of generation 3. Some of the sub-headings under traffic psychology caught my attention. I saw one that seemed to have my name all over it -- "My Problem is That I Act Abusive Towards The Driver. I didn't know whether it was talking about the passenger being abusive or the driver of another car being abusive.

In Mr. Moreno's report, "Abusive Passengers', he goes on to list people's contribution to this issue. For example, Michelle Alonzo (contributor 1), describes her insights to Abusive Passengers. She goes on to mention how passengers tend to be back seat drivers. Another fact she mentions is how her boyfriend tends to tailgate other people because they are going too slow. Mr. Moreno lists a few contributors who have some kind of input on abusive drivers.

I enjoyed reading the reports that were listed on Mr. Moreno's Page. There was some very good input that was done by the contributors. I browsed through a few of the other reports and found that a lot of them had the same ideas about abusive drivers. I am one that can't stand abusive drivers. When driving, I appreciate when I let someone cut in front of me. However, I don't appreciate when they do not acknowledge the courtesy. Even though I don't get the courtesy that I deserve when letting someone cut in on a busy highway, for example, I still drive with the "Aloha Spirit."

As I browsed through the other reports, I found that each individual had opinions about driving etiquette. For example, Carol Ohta (contributor 2), gets upset when the driver tends to take the long way to get somewhere. She also doesn't like it when drivers act like they are on a race track. I've found that each individual has their own preference when they drive. As for myself, I try to drive with the aloha spirit.

I chose 459, generation 5 student Mary Aldana for my last selection. Her report #2 sub-titled, "Managing a Quality Driving Circle: A Group Effort-Getting Beyond the "Road Rage," includes material taken from prior students reports which provides "alternative perspectives in regards to traffic psychology." I thought would be very interesting to see what types of alternative perspectives there are to traffic psychology.

By browsing around in the traffic psychology portion, I decided that all of the reports that I came across had some pretty insightful input. I just randomly came across Ms. Aldane's report via Mr. Moreno and decided to stick with this report.

Her report on quality driving circle is exactly what the title claims. Her circle consist of three other people besides herself. It is a group of aquaintences from class who does self-witnessing on their driving. It included a driving test to measure how consistent their driving habits were. For example, one of the questions would be: "What do you experience while you are stuck in traffic?" Later, she goes on to give them a personality test. It's a multiple choice test that is made up from Dr. James' Chart of the Nine Zones. This test discusses different issues relating to nine zones and the circle is set for in depth discussions regarding these issues.

Hearing what was involved in this "Quality Driving Circle" report intrigued me. I feel that it is a very good subject to have discussions. Students can relate to one another in a driving aspect which actually coincides with behavior. We, as psychology students, can benefit from studying each others behaviors, and a study in traffic psychology is a great place to start.

Through all the reports, I found that Ms. Aldane's paper was very interesting. I would, however, like to explore all the generations more carefully so that I could make a better analysis of each individual and their feelings on traffic psychology.

Although I am a novice in working with the computer, I must say, that it is very much worth it to stick to learning how to get familiar with the computer. The computer is your friend, really! It has been frustrating for me to go through this report, however, I believe that it will be very beneficial in the very near future.

Exploring other generations helped me in my journey on the internet. It does require time and dedication if one wants to learn cyberpsychology, but it's worth it!