Gasoline conservation: a procedure for measuring and reducing the driving of college students

The study sought to motivate college students to reduce the number of miles they drove each day and thus save gasoline. Students in two psychology classes were divided by class into two groups. The experimental group was offered various combinations of prizes such as cash, a tour of a mental-health facility, car servicing, and a university parking sticker for reducing driving. The value of the prize received was scaled in terms of per cent reduction in driving. The contrast group received no inducements. The condition in which the experimental group's mileage reduction was reinforced was counterbalanced by two baseline conditions. Several special recording procedures were used to reduce and detect the possibility of subjects altering their odometers, the source of the driving data. Experimental subjects reduced their average daily mileage by 20% relative to the initial baseline; the contrast group did not change. During the one-month reinforcement condition, the 12 experimental subjects saved some 170 gallons (worth $102) of gasoline.     

Improving Fitness to Drive: The Case for Hazard Perception Training

On one hand, individuals who are unfit to drive should not be allowed behind the wheel. On the other hand, being unable to drive can have significant negative consequences for some individuals, including an increased mortality risk. One potential solution to this dilemma is to use training interventions to improve fitness‐to‐drive. The problem is that, in general, post‐licensing driver training and education has a disappointing track record in terms of improving road safety. However, one type of intervention that may have the potential to buck this trend is hazard perception training. Hazard perception, which is the driver's ability to anticipate dangerous situations on the road ahead, has been found to predict both crash risk and on‐road driving performance, and can account for variance in both of these criteria that other key fitness‐to‐drive measures cannot. Crucially, there is evidence that hazard perception competence can be improved by brief computer‐based interventions, even for driver groups who are more likely to face fitness‐to‐drive challenges, such as individuals aged over 65 years or adults with attention deficit hyperactivity disorder. This article puts the case for potentially using such interventions to help individuals with fitness‐to‐drive difficulties.     

Driving stimuli increases accessibility of aggression-related concepts in “angry” drivers

Stimuli present in aversive situations (even initially neutral stimuli) can become associated with aggressive feelings and thoughts become capable of acting as cues for aggressive thoughts. The present research examined whether driving stimuli can serve as triggers for aggression-related concepts for individuals predisposed to becoming angry while driving (i.e., high in self-reported trait driving anger). Using the General Aggression Model (Anderson & Bushman, 2002) as a guide, two studies demonstrated that participants high in trait driving anger responded more quickly to aggressive words when paired with driving than neutral stimuli. There were no differences in primes for nonaggressive words and nonwords. Study 2 also found that, for participants high in driving anger, increased accessibility of aggressive words following driving primes predicted self-reported anger in a provoking driving scenario.     

Effects of driving anger on driver behavior – Results from naturalistic driving data

There is a positive relationship between driving anger and near-crash or crash risk. However, it remains unclear if anger in fact contributes to traffic accidents and whether this happens due to cognitive overload or aggressive driving behaviors. This study investigated how anger affects driving behavior based on naturalistic driving data from the second Strategic Highway Research Program (SHRP 2). Ten-minute trip segments were analyzed in which drivers exhibited anger with regard to driving errors, violations, and aggressive expressions. This data was compared to a matched baseline consisting of the same drivers not exhibiting anger. Results showed that anger resulted in more frequent aggressive driving behaviors but did not increase driving error frequency. Anger consequently creates danger due to deliberate behaviors rather than because of cognitive overload. In congruence with this finding, only anger triggered by threats, provocations, and frustrations increased the frequency of deliberate infringements. In contrast, anger due to having conflicts with someone on the phone or with a passenger was not linked to any type of aberrant driving behavior. Finally, severe displays of anger were accompanied by more violations as compared to slight or marked anger.     

THE FAILURE OF FEEDBACK ON ALCOHOL IMPAIRMENT TO REDUCE IMPAIRED DRIVING

We examined the effects of rules to govern drinking, individual feedback on blood alcohol concentration (BAC), and public posting of group data on impaired driving on the incidence of impaired driving. Level of impairment was determined from breath samples taken from tavern patrons. Following baseline, an intervention package consisting of (a) cards to guide patrons in pacing their drinking to stay under the legal limit, (b) individual feedback on BAC, and (c) posted group feedback on the percentage of patrons driving while impaired the preceding week was introduced in two taverns. Results indicated that the intervention package did not reduce the percentage of impaired drivers departing either tavern. The addition of a brief intensive police enforcement program directed at impaired driving produced a short-term reduction in impaired driving.     

Identifying and Remedying Failures of Selective Attention in Younger Drivers

ABSTRACT— Newly licensed drivers are disproportionally involved in fatal crashes, and there is evidence that failure to attend to potentially relevant information is a major contributor to this problem. Corroborating this, in controlled scenarios on a driving simulator, we have found that younger drivers attend to (i.e., fixate) target regions in the virtual world that contain information about potential risks much less frequently than do more experienced drivers. We have developed a PC-based training program that substantially improves younger drivers' attention to these regions in the driving simulator and have recently replicated these training results on the road in a real driving situation.     

The Driving Anger Expression Inventory: A Validity Study with Community College Student Drivers

This study explored the relationship of driving anger expression to driving anger, trait anger, general anger expression, and aggressive and risky behavior while driving. Verbal, physical, and vehicular forms of expressing anger while driving correlated positively with each other, driving and trait anger, anger-in, and anger-out and negatively with adaptive/constructive driving anger expression and general anger-control. Adaptive/constructive expression formed small negative correlations with these measures, except for a positive correlation with anger-control. Regression models controlling for demographic variables and driving anger, trait anger, or general anger expression demonstrated forms of driving anger expression added variance to predicting aggressive and risky behavior. Forms of driving anger expression partially mediated the effects for driving anger, trait anger, and general anger expression on aggressive and risky behavior. No moderation effects were found for age, gender, or miles driven. Findings provided evidence for convergent and incremental validity for the Driving Anger Expression Inventory.     

The influence of public self-consciousness and anger on aggressive driving

This study examined how anger interacted with public self-consciousness to influence aggressive driving. It was hypothesized that when people were angry, more aggressive driving behavior would occur when public self-consciousness was low than when public self-consciousness was high. To test this hypothesis the participants were required to complete measures of driving anger and public self-consciousness. Then participants gave a retrospective self-report of aggressive driving behavior. Further, participants were required to keep a log in which they recorded aggressive driving behavior. The results supported the prediction. Public self-consciousness interacted with anger to influence aggression while driving.