Although constructivist career theory is routinely discussed in the literature, links between theory and practice in education are lacking. The current study focused on the potential of a constructivist curriculum to empower at-risk culturally diverse college students by increasing career self-efficacy and reducing dysfunctional career thoughts. Using a pre/post-test design, 75 underprepared undergraduates who were enrolled in six sections of a constructivist career course at a large Midwestern university completed the Career Decision Self-Efficacy Scale Short-Form (CDSE-SF) and the Career Thoughts Inventory (CTI). The sample was 45% students of color and 55% White. Multivariate analysis of variance with follow-up univariate analyses revealed significantly higher CDSE-SF scores and significantly lower CTI scores. These results suggest that a constructivist career development course may be a viable educational vehicle for empowering at-risk culturally diverse college students by increasing career self-efficacy and decreasing self-defeating thoughts, particularly thoughts associated with decision-making confusion and commitment anxiety.

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Engaging in conversation diverts attention from cognitive processes associated with driving. Drivers tend to commit errors that may lead to crashes when their attention is focused away from the driving task. The interference occurs at the level of central attentional processes that are especially susceptible to aging. The current study assessed the effects of a controlled auditory—verbal processing load induced by the Paced Auditory Serial Addition Task (PASAT) on vehicle control by 160 legally licensed older drivers. Of these drivers, 78 were neurologically normal (mean age of 71 years) and 82 (mean age of 75 years) had impairments of selective attention but no diagnosable neurological disease. Measurements aboard the instrumented vehicle Automobile for Research in Ergonomics and Safety showed that performing the PASAT reduced speed and steering control of the older drivers relative to baseline (no-task) driving conditions and was associated with greater counts of at-fault safety errors. Yet, driving performance did not differ significantly between neurologically normal and attention-impaired older drivers between PASAT and no-PASAT (baseline) conditions. It may be that the PASAT, which involves auditory-verbal and working-memory, sustained-attention, and executive-function components, commands different resources than driving on uneventful highways, which might rely on overlearned, automatic cognitive processes. Interference produced by PASAT, like that of cell phone operation, might become more evident during demanding driving conditions, as exist at busy traffic intersections. Relevant studies in these potentially unsafe circumstances can be conducted in a driving simulator, as in our ongoing research on older drivers.

This study explored outcomes in a constructivist career course. Using a pretestposttest design, the authors assessed the empowerment (operationalized as career decision self-efficacy) and career indecision of 82 culturally diverse college students at a large, midwestern university. Data were analyzed using a multivariate analysis of variance. Results indicated that students reported significant increases in empowerment with no commensurate decreases in career indecision. In addition to shedding light on the nuanced relationship between empowerment or career decision self-efficacy and indecision, results indicate the potential constructivist career development has to empower culturally diverse college students.

Two experienced drivers who developed severe amnesia due to bilateral hippocampal lesions participated in a series of standardized challenges of driving performance and knowledge of driving rules. During drives in a high fidelity simulator and on the road in an instrumented vehicle, they demonstrated vehicle control similar to that of normal drivers on measures of steering, speed control, safety errors, and driving with distraction. Their knowledge of driving rules, safety procedures, and road sign meaning also was normal. However, both participants were impaired at following route directions, and both had unsafe responses in a difficult crash avoidance scenario on the simulator. These findings suggest that memory impairment acquired by experienced drivers does not impair most aspects of driving performance, but may increase safety risk under some challenging circumstances.