The Human Factor
Since the invention of the automobile until today, society has experienced several stages of evolution in road safety, most of which can be exclusively attributed to car manufacturers, who have always been in competition.
However, progress in traffic signage has been slower, primarily because there has been no competition in this area. Although performance levels have been measured through statistics, they have had little impact on the attitude of authorities, who seem to have no reaction—or if they do, their goals and strategies are often misaligned, typically focusing more on punishment rather than prevention.
Globally, progress has been superficial, with attention primarily focused on the consumption of substances (medications, alcohol, or drugs) that can impair drivers’ cognitive functions and driving abilities. Only recently has attention been given to driver fatigue, and even then, exclusively in the case of professional drivers, whose working and driving times are monitored. However, the human factor remains an unknown variable for many specialists.
The Stress
Cognitive limitation under stress is the reduction of a person’s cognitive capacity when exposed to stress. Stress can affect cognitive functions in several ways, including:
1. Working memory: Stress can impair working memory, making it more difficult to retain and manipulate short-term information.
2. Concentration and attention: Stress can reduce the ability to concentrate and pay attention, leading to difficulties in maintaining focus on tasks and a higher susceptibility to distractions.
3. Decision-making: Under stress, people may become more impulsive and make less rational decisions. They may be more inclined to make quick decisions without properly evaluating all available options.
4. Problem-solving: The ability to solve complex problems can be reduced under stress, as stress can diminish the ability to think clearly and generate creative solutions.
5. Long-term memory: Chronic stress can affect the ability to form and retrieve long-term memories.
These effects are caused by changes in brain function. Stress activates the hypothalamic-pituitary-adrenal (HPA) axis, releasing stress hormones such as cortisol. High levels of cortisol can negatively impact the hippocampus, an area of the brain important for memory and learning, and also affect the prefrontal cortex, which is involved in executive functions.
Euphoria
Euphoria can affect cognitive functions, although in different ways than stress. Euphoria is a state of intense happiness and excitement that can influence brain function and behavior in the following ways:
1. Judgment and decision-making: Euphoric individuals may tend to make impulsive and risky decisions, as euphoria can reduce inhibitions and create an exaggerated perception of abilities and positive outcomes.
2. Attention and concentration: Euphoria can lead to difficulties in maintaining focus on detailed or boring tasks, as the mind may be more easily distracted by pleasant thoughts or anticipation of rewards.
3. Perception and interpretation: Euphoria can distort the perception and interpretation of events, making them appear more positive than they really are. This can lead to overestimating situations and underestimating risks.
4. Memory: Euphoria can affect short-term memory and the ability to learn new information, as high levels of emotion can distract from the efficient processing and storage of information.
5. Creativity: On the other hand, euphoria can stimulate creativity and divergent thinking, allowing for the generation of new and innovative ideas. This can be beneficial in certain contexts, such as artistic activities or solving complex problems.
At the neurobiological level, euphoria is associated with the release of neurotransmitters such as dopamine and endorphins, which can influence the functioning of various brain regions, including the prefrontal cortex, involved in executive functions and decision-making.
In conclusion, although euphoria can have positive effects, such as enhancing creativity and the sense of well-being, it can also negatively affect cognitive functions, such as judgment, attention, and memory, especially when experienced excessively or in inappropriate situations.
Day Time
The cognitive capacity of drivers can be significantly affected by the time of day due to natural variations in circadian rhythms, accumulated fatigue, and exposure to different levels of light. Here’s how the time of day can influence drivers’ cognitive capacity:
Early morning (around 2-6 AM):
- During this period, cognitive capacity is very low because our body’s natural circadian rhythm is set for deep sleep. This can lead to delayed reflexes, reduced attention, and impaired decision-making, increasing the risk of accidents.
Afternoon (around 1-3 PM):
- After lunch, many people experience a dip in cognitive vigilance known as “postprandial dip”. This is associated with both digestion and another circadian low point, which can lead to drowsiness and decreased attention.
Late evening (after 10 PM):
- Similar to early morning, the body begins preparing for sleep, and cognitive capacity gradually decreases. Reflexes become slower, and vigilance decreases, increasing the risk of accidents, especially under conditions of fatigue.
Peak attention hours (around 9-11 AM and 4-6 PM):
- During these times, cognitive capacity is generally higher. Many people are awake, alert, and have quicker reflexes, contributing to safer driving.
Additional Factors:
- Sleep deprivation: At any time of day, sleep deprivation can exacerbate negative effects on cognitive capacity. Chronic fatigue affects concentration, reaction time, and decision-making.
- Light exposure: Bright lights during the day can help maintain vigilance, whereas driving in darkness can contribute to fatigue and decreased vigilance.
In conclusion, the time of day can significantly influence drivers’ cognitive capacity, with higher risks during late night and afternoon hours, and better cognitive performance in the morning and around 4-6 PM.
Education
The level of education can influence the cognitive capacity of drivers in several ways, thereby affecting their behavior on the road and their ability to make efficient decisions. Here’s how the level of education can impact drivers’ cognitive capacity:
General cognitive skills:
- A higher level of education is often associated with better-developed cognitive abilities such as logical reasoning, problem-solving, and critical thinking. These skills can contribute to better ability to assess complex traffic situations and make quicker and more informed decisions.
Risk awareness:
- Individuals with higher education tend to be more aware of the risks associated with dangerous driving behaviors such as driving under the influence of alcohol, using mobile phones, or exceeding speed limits. This awareness can lead to safer behaviors and a reduced risk of accidents.
Stress management ability:
- Education can contribute to the development of more effective stress management strategies. More educated drivers may be better equipped to handle stress in traffic situations, enabling them to remain calm and make better decisions in critical moments.
Adherence to traffic rules:
- Drivers with higher education levels may have a better understanding of the importance of adhering to traffic rules and the consequences of disregarding them. They are more likely to comply with traffic regulations, which can reduce the risk of being involved in accidents.
Ability to evaluate and react to information:
- Education level also influences the ability to interpret and react correctly to information received from the surrounding environment. Drivers with a solid education background may be better at processing road signs, signals from other traffic participants, and making informed decisions based on this information.
Additional Factor:
- Influence of social and economic context: Education level is often linked to social and economic context, which can influence access to resources such as driving courses or safer vehicles.
A higher level of education tends to improve drivers’ cognitive capacity by developing advanced cognitive skills, increasing risk awareness, better stress management, and promoting safer driving behaviors, thereby contributing to safer roads.
Conclusions
Proper road signage can largely eliminate these shortcomings caused by the human factor.
Road signage shapes behaviors.
In alphabetical order, China, Japan, and Spain are the countries with the best road signage in the world (with their pros and cons) and seem to be the only ones that have taken the human factor seriously.
Road signage mean communication!
It represents the communication between road administration and road users—drivers and pedestrians—as well as the communication among road users themselves. The road administrator conveys messages through road markings and traffic signs, allowing all road users to navigate safely and without conflict or risk.
A lack of communication, incorrect communication, contradictory communication, or overly subtle communication often leads to conflicts and sometimes accidents, as many road users either do not understand the message or perceive it too late, which is equivalent to a lack of communication.
Communication must be firm, clear, and easily understood by everyone, regardless of education level, individual abilities, reaction speed, attention, and concentration levels, which can vary from person to person and be influenced by psychological factors such as mood, family, social or work issues, as well as natural factors like weather, climate, or time of day.
If road signage is correct, we will know the obligations and intentions of other road users and act accordingly, allowing traffic to flow in harmony, without risks and without accidents.
Drivers react accordingly—some faster, some slower; some understand one thing, while others understand something else.