Psychology 409a
Driving Psychology Spring 2009 University of Hawaii
Dr. Leon James,
Instructor
Instructions and Schedule for Class Activities
V. 10
Table of Contents
Class
2 (January 26) (no class on the 19th)
Class
5 (Feb. 23) (no class on 16)
Class
9 (March 30) (no class M/23)
Instructions
for Presentations
R Road Rage and Aggressive Driving by James and Nahl
T Traffic by Vanderbilt
A Articles on the Web by various authors
1. Traffic Psychology at the University of Hawaii
www.soc.hawaii.edu/leonj/leonj/leonpsy/traffic/tpintro.html
2. Driving Psychology Principles: Part 1
www.drdriving.org/articles/driving_psy.htm
3. Driving Psychology Principles: Part 2
www.drdriving.org/articles/principles.htm
4. The Merging Debate
http://www.drdriving.org/#merging
5. Psychology of Hypermiling
http://www.drdriving.org/#hypermiling
6. Psychology of Hypermiling
http://www.drdriving.org/#hypermiling
7. Psychology of Hypermiling
http://www.drdriving.org/#hypermiling
8. Driving Distracted: Theory and Facts (2002)
www.drdriving.org/articles/distracted.htm
9. The Merging Debate
http://www.drdriving.org/#merging
10. Do a Google search in Groups for “proper merging”
and summarize what you find:
http://groups.google.com/groups/search?hl=en&ie=UTF-8&num=100&q=%22proper+merging%22&qt_s=Search
11. Do a Google Web search for "late merging"
and driving” and summarize what you find:
http://www.google.com/search?num=100&hl=en&newwindow=1&q=%22late+merging%22+and+driving
12. Gender and Driving in the Student Generational Reports:
summarize what you find in this file:
http://www.drdriving.org/articles/gender.htm
13..Befriending the Automobile to Relieve Anxiety
http://www.drdriving.org/misc/anthropomorph.html
14. Gender and Driving on Dr.Driving.org
http://www.drdriving.org/articles/gender.htm
(see also Goggle search on that topic)
15. Present a summary or overview of the generational
student reports on gender differences, linked on this page (there are 14
student reports listed at the top of the file):
http://www.drdriving.org/articles/gender.htm
16. Risk taking and dangerous behaviors among men and women
:
http://clearinghouse.missouriwestern.edu/manuscripts/365.asp
http://www.sirc.org/publik/driving.pdf
http://www.maa.org/mathland/mathtrek_04_17_06.html
17. The “Science of Gender” Student Debate at Harvard:
http://www.edge.org/3rd_culture/debate05/debate05_index.html
18. Google “Quality Driving Circles” (with the quotes). You will get about 30 results. Go to the bottom of the page and click on repeat the search with the omitted results included. You will then get about 300 results. Now explore them and report on your selection(s).
19. Google “Quality Driving Circles” (with the quotes). You will get about 30 results. Go to the bottom of the page and click on repeat the search with the omitted results included. You will then get about 300 results. Now explore them and report on your selection(s).
20. Congressional Testimony on Aggressive Driving.
http://www.drdriving.org/articles/testimony.htm
21. Songs About Driving Cars on Roads and Highways
http://www.drdriving.org/travel/songs.htm
22. Pedestrian Psychology
http://www.drdriving.org/pedestrians/index.htm
23. Bicycling -- Sharing the Road
http://www.drdriving.org/pedestrians/bicycling.htm
Lecture on G29 (Syllabus, HP)
Attendance
Round the table intros (teams of two introduce each other)
Quiz teams of four fill out Quiz on driving statistics. Winning team members receive a bonus point (+1)
New teams of four meet and come up with one debate topic and one exercise. The teams present their proposal. Class votes to select best team suggestion. Winning team members receive a bonus point (+1). Each team selects one member to email Dr. James (leon@hawaii.edu ) with the team’s suggestion for debates and exercises. This will help him to schedule those events.
Readings:
Team A: 1, 4, 5 R 1-34, T 1-26, A 1
Team B: 7, 9, 10 R 36-43, T 26-40, A 2
Commentators/Raters: 11, 12, 13, 14, 15, 16
Debate:
Lowering Drinking Age
Teams will be selected
in class, so be prepared for both sides.
Resolved that the
legal drinking age should be lowered
(see the assigned articles to read).
Generational Curriculum on Driving Psychology
The audience can ask questions at the end of each presentation.
Use
this directory to locate student reports specifically on Driving Psychology:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/gc/generations.html
Readings:
Team A: 15, 16, 17 R 44-57, T 40-50, A 3
Team B: 10, 11, 12, 13 R 57-66 (including checklists), T 51-73, A 4
Commentators: 1, 2, 3, 4, 5
Raters: 6, 7, 8, 9, 14
Team Class Exercise: Neo Poem Challenge
Team A: 1, 3, 4, 5
Team B: 6, 9, 14
Raters: 10, 11, 12, 13, 15, 16, 17
3 PM Team Meetings preparing for Presentations and Reports
Instructions for Team Class Exercise: Neo
Poem Challenge
1) Each team member makes up a Neo
Poem composed of between 6 and 10 entries that you select from the Master
Neochart at:
http://www.soc.hawaii.edu/leonj/neochartp1.htm#intro
Each entry forms one poem line. The selections must be restricted to topics
that relate to this class. Make sure you read the Introductory article there.
2) Each student in turn reads the
prepared poem.
Start by giving an introduction
explaining what the poem is about.
Try to give an explanation that would help audience members figure out the
meaning of the poem, since this will be the criterion for rating it. Follow an
alternating order between the two teams.
3) The Raters will elect a Chair. All raters write down the rating given for each poem, using a rating scale you make up such as this one for example:
3 points: overall meaning clearly understandable,
interesting, fun
2 points: partly meaningful, interesting, fun
1 point: no clear overall meaning, but interesting, fun
4) The Chair will add up the scores and write it on the blackboard. Winning team members receive 1 bonus point each, to be added to their grade point total.
Readings:
Team A: 1, 3, 5 R 69-82 (including checklists), T 74-89, A 5
Team B: 9, 10, 14 R84-91 (including checklists), T 89-101, A 6
Commentators: 15, 16, 17
Raters: 11, 12, 13
Team Class Exercise: Neo Poem Challenge (repeat)
Team A: 5, 9, 12, 14, 17
Team B: 1, 13, 16, 15
Raters: 3, 10, 11
3 PM Team Meetings preparing for Presentations and Reports
Readings:
Team A: 1, 3, 5 R 91-100 (including checklists), T 102-118, A 7
Team B: 9, 10, 14 R 101-108 (including checklists), T 119-130, A 8
Commentators: 15, 16, 17
Raters: 11, 12, 13
Team Class Exercise: Neo Poem Challenge (repeat)
Team A:
Team B:
Raters:
3 PM Team Meetings preparing for Presentations and Reports
Readings:
Team A: 11, 12, 13 R 111-119 (including checklists), T 131-142, A 9
Team B: 15, 16, 17 R 120-122 (including checklists), T 143-152, A 10
Commentators: 1, 5, 10
Raters: 3, 14, 9
Team Class Exercise: Neo Poem Challenge (repeat)
Team A:
Team B:
Raters:
3 PM Team Meetings preparing for Presentations and Reports
Readings:
Team A: 11, 12, 13 R 122-132 (including checklists), T 153-161, A 11
Team B: 15, 16, 17 R 132-142 (including checklists), T 161-175, A 12
Commentators: 1, 5, 10
Raters: 3, 14, 9
Team exercise practicing interview dialog – see Instructions for Typed Report.
Readings:
Team A: 1, 3, 10, R 143-150 (including checklists), T 176-185, A 13
Team B: 5, 9, 14 R 151-157 (including checklists), T 186-210, A 14
Commentators: 12, 15, 17
Raters: 11, 13, 16
Readings:
Team A: 11, 12, 10 R 158-165 (including checklists), T 211-230, A 15
Team B: 13, 15, 17 R 167-173 (including checklists), T 231-243, A 16
Commentators: 1, 3, 5
Raters: 9, 16, 14
Team exercise practicing interview dialog – see Instructions for Typed Report.
Readings:
Team A: 5, 9, 14 R 173-177 (including checklists), T 244-262, A 17
Team B: 1, 3, 16 R 178-183 (including checklists), T 262-275, A 18
Commentators: 11, 13, 17
Raters: 12, 15, 10
Team exercise practicing interview dialog – see Instructions for Typed Report.
Readings:
Team A: 11, 12, 13 R 184-189 (including checklists), T 277-286, A 19
Team B: 10, 14, 15 R 190-199 (including checklists), R 199-206, A 20
Commentators: 1, 5, 16
Raters: 3, 9
Team exercise practicing interview dialog – see Instructions for Typed Report.
Readings:
Team A: 1, 3, 5 R 207-213- (including checklists), , A 21
Team B: 9, 15, 16 R 219-228 (including checklists), R 228-233, A 22
Commentators: 11, 12, 13
Raters: 10, 14
Readings:
Team A: 1, 9, 10 R 236-252, R 243-249, A 23
Team B: 3, 5, 16 R 254-260, R 261-268, A 3
Commentators: 11, 13
Raters: 12, 14, 15
After the roster call, and the initial Question-Answer Period (if anyone has any), there will be a 15-min. meeting of all Teams to prepare for the presentations.
Team members are expected to sit together in class during the presentations.
It is very important that each Team member come prepared to these meetings. Team members count on each other to be prepared by doing all the readings scheduled for that day. This applies to the two Teams of Presenters, the Team of Raters, and the Team of Commentators. Again: all students, not just the Presenters, are to read all the readings for the week, each week.
A presenter is expected to stand while making the presentation. Presenters are expected to begin by saying:
“My name is [First
Name and Last Name] (both are required),
and I have number zz. I am presenting Chapter 2 of the Road Rage book.” (etc.)
Agree jointly on a presentation style that will go well with the content of the assigned readings. Examples of presentation styles include, but are not limited to, the following. You can use more than one style to present the three portions of your topic.
Making up a dialog between two friends, or a formal interview with a reporter.
Arranging the dialog parts into a theater play, or semi-serious academic spoof.
Radio talk show with call in dialog, or email responses
Creating a Game that teaches the topic and involving the audience in the Game.
Presenting a paper report at a conference on some specific topic.
Answering interview questions or news items
Etc.
Prepare your part with the content, then meet again to rehearse with your team. When rehearsing together, be sure to make suggestions on each other’s performance for any changes you think might improve the presentation. Remember this: The content and the information is primary, while the presentation style is secondary. An interesting and entertaining style of presentation is possible while at the same time sticking to the useful aspects of the topic. Your main job is to present pieces of the topic and information that you have jointly identified as useful and worthwhile.
The Team of Raters are required to meet and come up each time with a method of assessment that is relevant to the scheduled topic and exercise. Each time, select a Chair. The assessment point system you make up should give positive points to each presenter for effective delivery style and clarity of explanations, and negative points for insufficient or unclear content. Since you are also familiar with the assigned chapters for the day you can assess the Presentation for its thoroughness and clarity. As a listener you also need to evaluate the effectiveness of the presentation style, whether it enhanced or detracted from the content. Be sure to take notes while the Presentation is going on, so you don’t rely on memory later. You can also ask the Presenter follow up questions when you think the point deserves to be made.
Each Rater adds up their point total for each team (an average might be needed if the two Presenter Teams are not the same size), and reports this total (or average) to the Chair. The Chair will then announce the results to the Class by giving the point total for each Team (or average), and writing it on the blackboard, and explaining at the same time, the rating scales that were used.
Winning Team members receive 1 Bonus Point. Note that only the two Presenter Teams (for Readings and for Exercise) are selected in advance on the schedule of classes. Raters and Commentators are selected at the beginning of each class, after Class Attendance is taken. Since you won’t know in advance which one you will be, it is especially important to support your team members by coming prepared. This means doing all the assigned Readings for that day, and to have your notes or questions with you for the team meeting.
Team of Commentators are required to meet each time and come up with about 10 questions based on the Readings for that day. For this to be successful, you need to write down questions as you read the assigned Readings, and bring your notes to the team meeting. Select a Chair. Each Commentator is required to ask at least two questions for that day. At least two Commentators must ask a question after each Presenter completes a presentation.
Note that only the Presenter Teams (for Readings and for Exercise) are selected in advance on the schedule of classes. Raters and Commentators are selected at the beginning of each class, after Class Attendance is taken. Since you won’t know in advance which one you will be, it is especially important to support your team members by coming prepared. This means doing all the assigned Readings for that day, and to have your notes or questions with you for the team meeting.
All students in class, regardless of the team, can ask follow up questions of any Presenter, or make comments. This general participation is a good practice for oral skills, and is encouraged. It also makes the class more interesting and dynamic. If you want to keep your 40 points for the oral grade you cannot remain silent. The Instructor keeps notes about all students as part of the point based grading procedure described in the Syllabus.
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