“Don’t you know I own the road?” The link between narcissism and aggressive driving

Aggressive drivers can make driving dangerous. Over 50% of traffic fatalities are caused by aggressive driving. This research tests whether narcissists are more aggressive drivers than other individuals. Narcissists think they are special people who deserve special treatment. When they don’t get the special treatment they think they deserve, narcissists often lash out at others in an aggressive manner. Narcissists might think they “own the road” and can drive anyway they want, and that other drivers should get out of their way. In the article, we conduct three studies to test the link between narcissism and aggressive driving. In Studies 1 (N = 139) and 2 (N = 100), Luxembourgish motorists completed a measure of narcissism and a self-report measure of aggressive driving. In Study 3 (N = 60), American university students completed a measure of narcissism and then completed a driving simulation scenario that contained a number of frustrating elements. Several measures of aggressive driving and road rage were obtained. In all three studies, narcissism was positively related to aggressive driving. A meta-analysis found an average correlation of r = 0.35 across the three studies. This research replicates previous research linking narcissism to aggression, and extends it to a driving context.     

Implementation of automatic speed enforcement: Covariation with young drivers’ reported speeding behaviour and motivations

IntroductionSpeeding represents one of the main causes of road crashes worldwide, particularly among young drivers who are over-represented in road-crash statistics. For promoting road safety in France, an automatic speed enforcement (ASE) system was introduced late 2002.ObjectiveIn order to examine its efficiency on speeding and its motivations, we compared young drivers’ intentions and beliefs about speeding between the introduction of ASE (T1) and its completion in 2005 (T2) via a large survey based on the extended Theory of Planned Behaviour (TPB). We assumed the introduction of the ASE would covariate with a reduction in intention to speeding between T1 and T2 and a change in the extended TPB factors according to gender and driving experience.MethodOne thousand one hundred and ninety-two young participants (49.7% men) divided into novice, beginner, and more-experienced drivers filled in a questionnaire based on the extended TPB about their driving behaviour and history at T1 and 24 months later (T2).ResultsMen, beginner and more-experienced drivers expressed more intention to speeding within the next 12 months at T1 and showed a higher decrease in intention between T1 and T2 as compared to women and novice drivers. The extended TPB accounted for 59% of the variance in the decrease of the intention to speeding. Its main predictors were: lower perceived behavioural control over speeding, less social pressure, lower perceived similarity with the prototypical deviant driver, and higher comparative optimism. Secondly, slightly more positive behavioural beliefs and more negative outcome evaluations predicted this decrease.ConclusionPractical implications of the findings for road safety are discussed.     

Behavioural Change Techniques used in road safety interventions for young people

IntroductionDeath and injury from road traffic is a public health problem worldwide and accordingly there is substantial interest and investment in developing interventions to change road user behaviour. Alongside this, there is growing awareness of the need to evaluate interventions and to identify the most effective mechanisms by which behaviour can be changed. Progress has been hindered due to lack of a common taxonomy with which to define specific techniques used in attempts to change behaviour.ObjectiveBehavioural Change Techniques (BCTs) have been successfully deployed to change a range of different health behaviours. This paper defines a series of BCTs that can be applied in the road safety setting and asks which ones are found in road safety interventions for young road users?MethodAbraham and Michie (2008) identified twenty-six techniques used in behavioural change interventions. These BCTs, plus one other adapted from forensic psychology, are classified into nine groupings. Six educational road safety interventions commonly used in the UK with pre-drivers and young, novice drivers are characterised in terms of the BCTs they employ.ResultsOnly a small subset of BCTs are employed in most of the interventions. They concentrate primarily on increasing awareness of the risks associated with a particular behaviour, and the severity of the potential adverse consequences.ConclusionRecommendations are given for improving the effectiveness of road safety interventions for young people including young, novice drivers by increasing the range of BCTs deployed.     

Thinking about the history of road safety research: Past achievements and future challenges

This paper surveys the developments in road safety thinking and road safety research over the last century. It details the general evolution of safety thinking as it applied to road user behaviour, vehicle and road design. More recently, emphasis has shifted towards a system’s approach, both in road safety activities and in road safety research. In terms of the future, more likely scenarios for the near future, a few decades from now, are explored and the implications for future road safety research are discussed. In particular, increasing urban density forces changes in travel modes, with a shift to public transport, more cycling and walking, and, thus, imposes new challenges for road safety research. In terms of vehicle technology, more automation and driver assistance systems are envisaged with an accompanying emphasis on evaluation and research, including the issue of behaviour adaptation. Speeding and population ageing will remain major research areas. Increased interest in techniques for exploring large databases, behaviour indicators and randomised experimentation is expected.     

Road safety knowledge and policy: A historical institutional analysis of the Netherlands

This paper explores the institutional development of Dutch road safety policy over the last century and the role of knowledge therein. After a theoretical exploration of the concept of institutionalization, the article sketches an overview of the institutionalization of road safety policy in the Netherlands between 1900 and 2010. In particular, it reports on the rise of knowledge organizations and national policy departments since the 1960s. Furthermore, it indicates an increasing importance of the regional and local level of governance since 1990 in road safety, while knowledge relevant at that level is hardly produced. This recent mismatch between knowledge production and policy making results in two barriers for knowledge utilization in road safety policy: Dutch road safety knowledge is neither well tailored to regional and local governments, nor does it pay sufficient attention to the needs of regional and local governments to weigh various interests with road safety. This study presents an example of an investigation on how institutional patterns may enable and constrain knowledge utilization.     

Mismatching the opponent's offers in negotiation

Mismatching in negotiation involves responding with high demands to the opponent's low demands and with low demands to the opponent's high demands. Prior research has shown that the opponent's demands are often mismatched but that this effect is attenuated when information is available about the outcomes achieved by the opponent from the available alternatives. The present research showed that mismatching was also attenuated when the negotiator knew the location of the opponent's limit (the alternative beyond which the opponent would not concede). Two new interpretations of the attenuation effect were suggested on the basis of this finding. In addition, women were found to engage in more mismatching than men, being particularly likely to exploit a soft opponent.     

The magical number seven and some other features of category scaling: Properties of a model for absolute judgment

A model for absolute judgment is presented. This is derived from a theory of the processes which set and maintain response criteria (M. Treisman & T. C. Williams, 1984, Psychological Review, 91, 68–111) which has been applied to a number of problems in psychophysics. A Thurstonian model is assumed as a basis for absolute judgment, and criterion-setting theory is applied to the criteria in this model. The question is then considered, to what extent can such a model account for the main findings that have been obtained in category scaling? The range of explanations that the model can provide is investigated by means of computer simulation. It appears that features such as the upper limit on information transmission as the number of stimuli increases, the effect of stimulus range on information transmission, the accuracy edge effect, the resolution edge effect, the central tendency of judgment, stimulus and response dependencies, and related phenomena can be reproduced by simulations of the model.     

Developmental changes in assigning agent relations in Hebrew: The interaction between word order and structural cues

Developmental changes in the interaction between word order and structural cues was investigated by having Hebrew-speaking children between 4 and 10 years of age interpret NVN utterances that balanced the complementary and contradictory effects of work order and two types of morphological cues, inflections that mark subject-verb gender agreement and an object particle. In Hebrew, gender inflections are highly complex and irregular while the object particle is highly regular and distinctive. Both word order and structural cues affected interpretations by subjects of all age groups, though the role of structural cues increased with age. For all groups, the objec particle was a dominant cue. The likelihood of assigning the agent relation to the first or second noun systematically varied with the relative weights of cues that supported and opposed each assignment. Comparisons were made between processing of Hebrew and processing of Serbo-Croatian and Turkish.