Investigating driver reactions to movements of autonomous vehicle in permitted right turn through driving simulator experiments

Traffic safety has always been a hot topic for human-driven (HDV) and autonomous vehicles (AV) mixed flow. The conflict between permitted right-turn vehicles (PRT) and opposing through vehicles (TH) at signalized intersections (left-handed traffic) is extraordinarily critical. AVs with aggressive behaviors are able to accept short gap time without losing safety. However, such a turning maneuver may lead to dangerous feelings and cause unexpected reactions of approaching drivers. This study aims to investigate and model drivers’ reactions in TH movements to PRT AVs considering the trust degree of drivers to AVs. Questionnaire surveys and driving simulator experiments were conducted for 41 participants. Results reveal that the right turn timing of PRT AV will significantly influence drivers’ reactions. Basically, TH drivers will brake with a high probability under the situation of small expected post encroachment time (PET). It is also found that female drivers and drivers with low trust in AVs are more vigilant to PRT AVs than other drivers. Based on this finding a two-layer model for reproducing TH drivers’ reactions to PRT AVs is proposed. The first layer is to determine the braking decision and the second layer is to calculate the parameters of braking behaviors (brake lag, braking time, and speed drop). The significance and coefficients variables in these models proved that the trust in AV will influence drivers’ decisions and braking behaviors (brake lag and braking time). The more the drivers trust AVs, the smaller the expected PET to AVs they can accept for passing without braking, and the more gently they will brake (longer brake lag and shorter braking time) due to the cutting in of PRT AVs. This effect will become significant after drivers have experienced several interactions with AVs.     

Diagnostic models for procedural bugs in basic mathematical skills

A new diagnostic modeling system for automatically synthesizing a deep-structure model of a student's misconceptions or bugs in his basic mathematical skills provides a mechanism for explaining why a student is making a mistake as opposed to simply identifying the mistake. This report is divided into four sections: The first provides examples of the problems that must be handled by a diagnostic model. It then introduces procedural networks as a general framework for representing the knowledge underlying a skill. The challenge in designing this representation is to find one that facilitates the discovery of misconceptions or bugs existing in a particular student's encoding of this knowledge. The second section discusses some of the pedagogical issues that have emerged from the use of diagnostic models within an instructional system. This discussion is framed in the context of a computer-based tutoring/gaming system developed to teach students and student teachers how to diagnose bugs strategically as well as how to provide a better understanding of the underlying structure of arithmetic skills. The third section describes our uses of an executable network as a tool for automatically diagnosing student behavior, for automatically generating “diagnostic” tests, and for judging the diagnostic quality of a given exam. Included in this section is a discussion of the success of this system in diagnosing 1300 school students from a data base of 20.000 test items. The last section discusses future research directions.     

RESPONSIBILITY TO PROTECT AND MILITARIZED HUMANITARIAN INTERVENTION: When and Why the Churches Failed to Discern Moral Hazard

This essay addresses moral hazards associated with the emerging doctrine of the Responsibility to Protect (R2P). It reviews the broad acceptance by the Vatican and the World Council of Churches of the doctrine between September 2003 and September 2008, and attempts to identify grounds for more adequate investigation of the moral issues arising. Three themes are pursued: how a changing political context is affecting notions of sovereignty; the authority that can approve or refuse the use of force; and plural foundations for human rights in a religiously and otherwise plural world such that the human rights protection does not become tyrannical.     

Acquiring new word meaning: What does it tell us about development

R. J. Sternberg (1984, Developmental Review, 4, 113–138) offers a thoughtful and provocative essay on how individuals acquire meanings for novel or unfamiliar nouns. The Sternberg essay, however, is incomplete on a number of grounds. By stressing general processes and specific knowledge as critical components in the acquisition of verbal concepts, for example, it overlooks two logically complementary categories—specific processes and general knowledge—and the role these play in the acquisitions in question. A second concern is that the paper blurs distinctions among development, short-term learning, and the origin/acquisition of individual differences. Finally, Sternberg is encouraged to frame the specific phenomenon described here within the context of a larger theory of intellectual development and to indicate what else this specific model can be used to explain.     

The comprehensive approach to analyzing multivariate constructs

Many psychological constructs of interest to personality psychologists, such as personality, behavior, and emotions, are made up of many variables. Moreover, similarity metrics, such as self-other agreement, profile similarity, or behavioral consistency, result from calculations conducted across many variables. When analyzed using a comprehensive approach, such multivariate constructs present unique analytic challenges. Such challenges are not well addressed in standard graduate statistics textbooks or presently available in standard commercial software. This article introduces the ‘multicon’ package, freely available in the R statistical package, designed to aid researchers interested in taking a comprehensive approach to analyzing multivariate constructs. Realistic examples from personality psychology are provided to demonstrate the utility of this package.     

Qualitative aspects of pantomime recognition defect in aphasia

This study investigated the performance pattern of aphasic patients on a pantomime recognition test in which one of the four response alternatives was an object semantically related to the correct choice. Aphasics with defective pantomime recognition made 71% of their total errors on the semantic foils, and for the majority of such patients, semantic errors represented 80 to 100% of total errors. Only aphasies with objective evidence of confusion failed to make highly frequent semantic errors. The findings suggest that most aphasies who fail pantomime recognition are impaired because of semantically vague understanding of the pantomimes' intended meaning rather than complete lack of understanding of the pantomime.