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Speaker diarization is the practice of determining who speaks when in audio recordings. Psychotherapy research often relies on labor intensive manual diarization. Unsupervised methods are available but yield higher error rates. We present a method for supervised speaker diarization based on random forests. It can be considered a compromise between commonly used labor-intensive manual coding and fully automated procedures. The method is validated using the EMRAI synthetic speech corpus and is made publicly available. It yields low diarization error rates (M 5.61%, STD 2.19). Supervised speaker diarization is a promising method for psychotherapy research and similar fields.This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. Only one item (item 18) was rescored to solve a threshold disorder. Further studies with different samples are warranted to confirm the study findings.There is limited knowledge concerning children's relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student's perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.Over the past decade, there has been an increasing interest in the relationship between participation in collective gatherings and rituals and different important psychosocial variables and processes, such as social sharing of emotions, group cohesion, identity fusion, prosocial tendencies and behaviors, and well-being (e.g., Rimé, 2009; Xygalatas et al., 2013; Khan et al., 2015; Páez et al., 2015). These studies, coming from different lines of research, have proposed diverse explanatory mechanisms to explain the positive social and psychological effects of collective gatherings. In the present article, we focus on one of these mechanisms, known as collective effervescence, emotional communion, emotional entrainment, or perceived emotional synchrony (PES). First, we briefly discuss current conceptions of the emotional states and experience during collective gatherings and what they bring to the definition of PES. We close this point by proposing an integrative definition of PES. Second, structural validity of the original PES scale is examined. Third, incremental validity of PES is examined in two longitudinal studies, particularly with respect to well-being. Finally, we propose an integrative short form of the PES Scale, which measures antecedents and behavioral effects of collective effervescence.Curiosity and curiosity-driven questioning are important for developing scientific thinking and more general interest and motivation to pursue scientific questions. Curiosity has been operationalized as preference for uncertainty (Jirout and Klahr, 2012), and engaging in inquiry-an essential part of scientific reasoning-generates high levels of uncertainty (Metz, 2004; van Schijndel et al., 2018). This perspective piece begins by discussing mechanisms through which curiosity can support learning and motivation in science, including motivating information-seeking behaviors, gathering information in response to curiosity, and promoting deeper understanding through connection-making related to addressing information gaps. In the second part of the article, a recent theory of how to promote curiosity in schools is discussed in relation to early childhood science reasoning. Selleck PT-100 Finally, potential directions for research on the development of curiosity and curiosity-driven inquiry in young children are discussed. Although quite a bit is known about the development of children's question asking specifically, and there are convincing arguments for developing scientific curiosity to promote science reasoning skills, there are many important areas for future research to address how to effectively use curiosity to support science learning.In this paper I study semantic and pragmatic properties of elevational demonstratives by means of a typological investigation of 50 languages with elevational demonstratives from all across the globe. The four basic verticality values expressed by elevational demonstratives are UP, DOWN, LEVEL, and ACROSS. They can be ordered along the elevational hierarchy (UP/DOWN > LEVEL/ACROSS), which reflects cross-linguistic tendencies in the expression of these values by demonstratives. Elevational values are frequently co-expressed with distance-based meanings of demonstratives, and it is almost always distal demonstratives that express elevation, whereas medial or proximal demonstratives can lack elevational distinctions. This means that elevational demonstratives largely refer to areas outside the peripersonal sphere in a similar way as simple distal demonstratives. In the proximal domain, fine grained semantic distinctions such as those encoded by elevational demonstratives are superfluous since this domain is accessible to the interlocutors who in the default case of a normal conversation are located in close proximity to each other.
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