Data Project Report: Self-Witnessing of Driving

THE COGNITIVE BEHAVIORAL THEORY AND DRIVING

First, several methods can be used to discover a driver's cognition. In 1976, Schwartz and Gottman developed a 34-item questionnaire called the Assertiveness Self-Statement Test (ASST). Through the use of the ASST, people could become more aware of and understand why they might drive the way they do. For example, a positive self-statement of the ASST could be: "I was thinking that I am perfectly free to drive the appropriate speed that is safe for me and others around me; I was thinking that other drivers were going way to fast for me to keep up with them." A negative self-statement would be: "I was worried about what the other drivers behind me would think of me if I did not keep up with the faster drivers up ahead; I was thinking that the other drivers might feel that I was in their way."

With more similar statements as the two mentioned, it can become clearer about why drivers may behave the way they do. Those who fall under the positive self-statement would be regarded as having a high degree of assertiveness. Assertive drivers are therefore drivers who have a sense of identity and who do not follow the convoys of other drivers.

For instance, an assertive driver would remain at the speed limit that is appropriate and safe under the weather, road, and traffic conditions present at that time. On the other hand, drivers who fall under the negative self-statement are drivers who are simply followers who do not have enough strength to do what's right.

Cognitive behavioral therapy could be a positive method of reforming reckless drivers. Therapists might be able to help a reckless driver become a careful driver by teaching them to label situations more realistically. By labeling situations more realistically, drivers may realize the danger they are creating for themselves and for those around them. In order for drivers to come to this realization, therapists might strike up an argument in attempt to get the driver to see the irrationality of his or her beliefs.

Furthermore, drivers may be taught to stop and ask themselves why and what is causing the aggression and anger and if it is really worth the anxiety that's involved. In addition to the cognitive aspect, drivers should be taught to find an alternative means of reacting to their anger that is more rational and less stressful to the driver.

For example, instead of driving reckless to relieve the tension (which for me, would make me go more crazy) maybe they can stick in a favorite CD or tape to calm their nerves. In extreme cases, maybe the driver should even pull over on the side to overcome their anger and proceed into traffic when they are certain they are ready. Therefore, the goal of a cognitive behavioral therapist in terms of of driving is to make drivers be able to confront their unreasonable thinking and to use common sense as to how to react in their situation.

The reason that I chose to use this article was because of my cognition # 5 of my first paper "I think about cursing people out loud."

A lot of times when I think about cursing people out loud it is because I am lost and when I am lost I am usually late for my appointments. Instead of accepting the fact that I am lost, I will blame other people instead. This article was interesting because it explains the differences between memory processes for young people and memory processes for older people. This article discusses "The Concentration Game."

In the course of this game people have to remember the locations of many different places. Several young people demonstrated the same ability as older people in the playing game.

Journal of Applied Behavioral Analysis. Psych. Lit. Search terms used were behavior modification, feedback.

I chose to use this article because it relates to my sensorimotor # 1 "cutting people off". Usually after I cut into traffic to get onto the highway I feel bad after I cut someone off. I will usually say to myself that I am sorry for doing it. Sometimes the sort of feedback that I get from other drivers is very upsetting to me but a lot of times the feedback is good for me. The article "Feedback in Behavior Modification" consistently emphasizes the fact that feedback is an important factor in positive communication which effects behavior.

The importance of feedback cannot be over emphasized. Effective interpersonal communication is highly dependent on feedback. Feedback requires establishing an informal and formal mechanism by which the sender can check on how the message was actually perceived. Attempting to change an unnoble to a noble behavior will not be very effective without feedback from others.

The social learning perspective deals with a situation interacting with a person, including the individuals personality, that is the vital antecedent to behavior. An example is a driver whose driving history has shaped a personality that incorporates a need for power and control.

When this person gets place in a bureaucratized situation(like obeying the law), this person may get frustrated and behave aggressively, as I usually do. When I make faces at other drivers I need to remember that they have a right to be on the road and we all have to obey the laws if we are going to get along together.

The part of this article that I chose to discuss was the section on understanding perception as related to personality growth. I feel that this discussion is important because it involves my spiritual level on all three levels of affective, cognitive, and sensorimotor. I have to be willing to honestly look at my defects of character before I can grow in personality or spirituality.

The key to understanding perception in regard to making serious attempts to grow in character is to recognize that it is a unique interpretation of a situation. Nobody will see a situation exactly the way that I do.

Perception is a complex cognitive process that provides a unique picture of the world that may be a lot different from my reality or other people's reality.

Recognizing the difference between the real world and the perceptual world is critical to the understanding of personality patterns.

The reason that I wanted to use this article was because it relates to my sensorimotor # 4: "I will not use turn signals." I am aware that when people cut me off or drive too slow in front of me I will speed up, pass them and make a quick turn without using my turn signals. This type of behavior is generally reinforcing for me because I get in and out of traffic much more easily.

When I use my signals it seems as though other drivers are determined to keep me out of the flow of traffic. I feel as though I have won a victory when I get in and this feeling is reinforcing.

Neutral stimuli may acquire value and become conditioned reinforcers when they become associated with other stimuli that are already reinforcing. Conditioned reinforcers become generalized when they are paired with more than one primary reinforcer.

An example of a conditioned generalized reinforcer is getting in the traffic line, because in a roundabout way it provides several primary gratifications. If I get into the traffic line I will be to work on time and get a good weekly check for food, medical help, etc...

Because I receive a continuous reinforcement from this behavior it is much more difficult to extinguish as opposed to the reinforcement being a partial reinforcement or intermittent schedule.

Glass,G.V., Wilson, V.L. and Gottmam, J. Social Learning Personality. Colorado University Press, (1974)

Leitenberg,H., Agras, W.S. Thomson, L., and Wright, D.E. Feedback in Behavior Modification.Journal of Applied Behavior Analysis 1968, 1, 131-137.

Luszcz, Mary A. Predictors of Memory.International Journal of Behavioral Development 1991, 8 (2), 455-475.

Schumann-Hengsteler, Ruth. The Development of Visuo-Spatial Memory. How to Remember Location.International Journal of Behavioral Development, 1992, 15 (4), 455-471