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To date, research has been undertaken to reveal factors contributing to learners' second/foreign language (L2) speaking and/or learning at particular points in time in separate studies from cognitive, affective, and socio-cultural perspectives as individual variables. Nonetheless, little research has concurrently investigated L2 speaking with the same cohort of learners as participants from these perspectives in a single study, to obtain comprehensive and systematic understandings of how the three dimensions of factors work together in influencing individuals' L2 speaking. This study, utilizing Segalowitz's (2010) L2 speech production framework as the theoretical lens, examined a group of L2 Chinese multilinguals' perceptions toward their speech performance and production ability development, attempting to comprehensively and systematically uncover the factors influencing L2 speaking from the three perspectives mentioned above. We collected data through focus groups and semi-structured interviews from 17 advanced level L2 Chinese multilinguals. The findings of the study revealed that factors that influenced the L2 Chinese multilinguals' speech performance and their development of such an ability included the following (1) age of acquisition, cognitive fluency, learning styles, and speaking strategies; (2) motivation, anxiety, speaking self-efficacy, and willingness-to-communicate; (3) L2 cultural interest, L2 communities, and L2 classes; and (4) multilingualism. We conclude that the development of L2 Chinese speech production ability could be the result of the synergies gained from the cognitive, affective, and socio-cultural dimensions of L2 learning and use. Insights into L2 Chinese teachers and learners in terms of how to support and sustain the improvement of L2 Chinese speech production ability are also discussed. Copyright © 2020 Sun and Zhang.Background High-fidelity simulation (HFS) has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, there are few evidence-based instruments that validate the effectiveness of simulation learning in mainland China. Methods The Simulation Learning Effectiveness Inventory (SLEI) was adapted and validated for use in this study. Psychometric evaluation, incorporating classical test theory and item response theory (IRT) methods, was performed with 533 third-year undergraduate nursing students who were recruited from May 2017 to July 2018. Results The findings of exploratory and confirmatory factor analyses revealed that the simplified Chinese version of the SLEI (SLEI-SC) was composed of six factors, namely, course arrangement, equipment resource, debriefing, clinical ability, problem solving, and confidence, which explained 60.84% of the total variance. The Cronbach's α, MIIC, marginal reliability, and test-retest reliability values obtained for the total scale were 0.88, 0.38, 0.96, and 0.88, respectively. Furthermore, the difference between the total scores for learning effectiveness pre- and post-course was statistically significant (t = 2.59, p less then 0.05, Cohen's d = 0.60). IRT analysis showed that the SLEI-SC discriminates well between students with high and low levels of learning effectiveness and offers information about a broad range of learning effectiveness measures. The relationship between final course grade and total score on the SLEI-SC was statistically significant (r = 0.63, p less then 0.05). Conclusion We demonstrated initial psychometric evidence and support for the 31-item SLEI-SC as a developmentally appropriate instrument for assessing the learning effectiveness of all phases of HFS use with nursing students. Copyright © 2020 Huang, Ye Han, Chen, Guo, Wang and Zhang.Background If individual differences are relevant and prominent features of personality, then they are expected to be encoded in natural language, thus manifesting themselves in single words. Recently, the quantification of text data using advanced natural language processing techniques offers innovative opportunities to map people's own words and narratives to their responses to self-reports. Here, we demonstrate the usefulness of self-descriptions in natural language and what we tentatively call Quantitative Semantic Test Theory (QuSTT) to validate two short inventories that measure character traits. Method In Study 1, participants (N 1 = 997) responded to the Short Character Inventory, which measures self-directedness, cooperativeness, and self-transcendence. In Study 2, participants (N 2 = 2373) responded to Short Dark Triad, which measures Machiavellianism, narcissism, and psychopathy. In both studies, respondents were asked to generate 10 self-descriptive words. We used the Latent Semantic Algorithm to athy, whereas "shy" or "introvert" indicated low narcissism. We also found specific keywords that unify or that make the individuals in some profiles unique. Conclusion Despite being short, both inventories capture individuals' identity as expected. Nevertheless, our method also points out some shortcomings and overlaps between traits measured with these inventories. We suggest that self-descriptive words can be quantified to validate measures of psychological constructs (e.g., prevalence in self-descriptions or QuSTT) and that this method may complement traditional methods for testing the validity of psychological measures. Copyright © 2020 Garcia, Rosenberg, Nima, Granjard, Cloninger and Sikström.Clients who seek psychotherapeutic treatment have had personal experiences involving some form of distress. Although research has shown that the client's ability to experience and express painful emotions during therapy can have a therapeutic benefit, it has also been argued that displaying distress may convey a form of helplessness and vulnerability, and thus, clients may be reluctant to cast themselves in this light. Using the methods of conversation analysis, this paper explores how a client's upsetting experience is managed over the course of a single session of client-centered therapy. Selleckchem Rogaratinib The main analytic focus will be on (1) the different therapist practices used to orient to the client's distress, (2) the varying forms of client opposition to the therapist's attempts to work with the distress, and (3) the context sensitivity of orienting to distress and how certain practices may be uniquely shaped by what had occurred in prior talk. It was found that, whereas certain types of therapist responses tended to be endorsed by the client, others were forcefully rejected as inappropriate displays of understanding or empathy.
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