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Purpose of Review The evaluation and selection process of similarly qualified applicants for surgical residency positions in the United States (US) is challenging. Technical aptitude assessments may provide an opportunity to improve the selection process by offering insight into a candidate’s technical skills. The use of these assessments prompts consideration of the degree to which technical aptitude in surgery is innate versus acquired. In this narrative review, we review the state of these assessments and the limitations of developing and validating these instruments. Recent Findings Recent evidence suggests that technical aptitude can be quantified in medical students prior to selection for surgical training; however, both technical aptitude and dedicated practice of technical skills influence operative performance. In the US, technical aptitude assessments are inconsistently used in selecting candidates for surgical residency. Internationally, few countries have implemented standardized technical aptitude assessments in their surgical trainee selection processes. The development of technical aptitude assessments is ongoing worldwide. Technical aptitude assessments may help identify individuals particularly well-suited for a surgical career or those who might benefit from additional practice or remediation. Summary The potential role of technical aptitude assessments in the selection process for surgical trainees remains uncertain. Consideration of these instruments requires an understanding of meaningful outcomes associated with particular technical assessments as well as the assessments’ limitations.

This study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners’ performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets.

A meta-analysis was conducted to examine the construct validity of language aptitude by synthesizing the existing research that has been accumulated over the past five decades. The study aimed to provide a thorough understanding of the construct by aggregating the data reported in the primary research on its correlations with other individual difference variables and with second language (L2) achievement. A total of 66 studies were retrieved that contributed effect sizes based on 109 unique samples and 13,035 foreign language learners. The results revealed that (1) aptitude was independent of other cognitive and affective factors: it was distinct from motivation, had a negative correlation with anxiety, and overlapped with, but was distinguishable from, intelligence; (2) executive working memory was more strongly associated with aptitude and aptitude components than phonological short-term memory; (3) aptitude measured using full-length tests was a strong predictor of general L2 proficiency, but it had low predictive validity for vocabulary learning and L2 writing; and (4) different aptitude components demonstrated differential predictive validity for different aspects of learning. The findings are useful for tackling a number of conundrums surrounding language aptitude and shed light on how to reconceptualize the construct and reorient the research.

Publique o perezca es el sugestivo nombre de un programa que se utiliza para medir la visibilidad de las publicaciones de autores y publicaciones con respecto al número de citaciones, conocido hoy como índice H. Para Colciencias este es un factor importante para establecer la calidad e impacto de las publicaciones científicas y de los investigadores. Pero esa frase de “publique o perezca” que parece sentenciar algo, también entrañar muchas ambigüedades en el contexto colombiano de la investigación.Publique o perezca nos querría decir que en la actualidad el docente universitario que no investigue está condenado a no existir, y esto en el fondo guarda una finalidad plausible pero no del todo cierta. En primer lugar no todos los profesores universitarios son investigadores, es más, la mayoría no lo son, para ser investigador se necesitan competencias y aptitudes especiales que no todo educador posee, así como un contexto laboral que le permita verdaderamente hacer investigación, y esto no se cumple en un alto porcentaje de los casos.

This study seeks to empirically explore the relation between multilingual learning experiences and language aptitude. Through employing LLAMA aptitude test battery (Meara, 2005) and a probabilistic version of the serial reaction time (SRT) task (Kaufman et al., 2010 ), scores from 24 Chinese-English bilinguals and 24 Tibetan-Chinese-English trilinguals were analyzed with One-way Analyses of Variance (ANOVA). LLAMA-B, E, and F sub-tests measured explicit language aptitude, while LLAMA-D sub-test and SRT task measured implicit language aptitude, a cutting-edge that has gained sway in aptitude research. Qualitative and quantitative results showed that trilingual group performed better on the LLAMA-E sub-test than bilingual group, whereas bilingual group outperformed trilingual group on the SRT task. These findings suggested that trilinguals might possess higher explicit aptitude but lower implicit aptitude than bilinguals. Thus, prior language learning experiences might be positively (for explicit aptitude) or negatively (for implicit aptitude) correlated with language aptitude. Additionally, explicit aptitude and implicit aptitude might have a competitive relationship. Possible implications were discussed in this article.

The purpose of this intervention study is to reveal the extent to which memory-related aptitudes are implicated in the second language (L2) fluency development fostered by task repetition. English L2 learners are engaged in oral narrative tasks three times per day under two different 3-day task repetition schedules: blocked (Day 1: A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: A-B-C, Day 2: A-B-C, Day 3: A-B-C). Their phonological short-term memory (PSTM), attention control, and associative memory were used as predictors of fluency changes measured through speed, breakdown, and repair fluency behaviors. Results showed that while the articulation rate change was not explained by any of the examined predictors, breakdown and repair fluency were predicted by different memory components. Specifically, PSTM was associated with mid-clause pause decrease during the training phase, while associative memory was linked to the increase in clause-final pauses in the posttest. Attention control, as well as PSTM, was related to greater repair frequency in the posttest, indicating increased learners’ attention to speech monitoring. Furthermore, PSTM and associative memory contributed to reducing breakdown fluency in the blocked repetition condition only, suggesting that learners can capitalize on their memory for improving oral fluency by engaging in blocked practice.

Second language (L2) anxiety has been proposed to play a causal role in L2 achievement. However, most studies have failed to acknowledge confounding variables that may be relevant to the study of anxiety and L2 achievement or to investigate the causal effect of L2 anxiety using longitudinal data. For these reasons, we investigated the effect of L1 reading achievement , L2 aptitude , and L2 anxiety as covariates on the growth of L2 reading achievement across three time points. We used the latent growth curve model (LGCM) to estimate the growth trajectory of US secondary school students’ L2 reading growth in Spanish ( N = 307) over three school years. The findings showed that students’ L1 reading achievement and L2 aptitude strongly and significantly predicted L2 reading achievement growth. However, L2 anxiety did not predict L2 reading achievement growth. Findings suggest that growth in L2 reading achievement depends on the language-related skills used for L1 reading and the language skills that comprise L2 aptitude, but not on anxiety. Similar to past cross-sectional studies, L2 anxiety related only to initial levels of L2 reading achievement, suggesting that anxiety reflects students’ initial experience of L2 reading but not their L2 achievement.

IntroductionSpecific phobia is an excessive and unreasonable fear of an object or situation that does not represent a real danger. This disorder is widespread among the population. The suffering from the feared situation disturbs the individual’s habits and professional activities.ObjectivesWe report the case of a driving phobia in a professional driver.MethodsCase reportResultsThe man was 32 years old, a smoker at 5 PA. He had no family or personal psychiatric history. He has been a Dumper machine driver in a phosphate extraction company since 2011. He presented to our institute for a fit-to-work assessment. The history of the disease dates to 2019, the patient had witnessed a work accident that caused the death of his colleague (engine driver). Since this accident, he had a state of anxiety associated with tachycardia, a feeling of suffocation, excessive sweating and headaches. This symptomatology occurred suddenly while driving and prevented the patient from performing his professional task. At the psychiatric interview, the patient had coherent and dynamic speech without psychomotor slowing. The rest of the clinical examination was normal. The patient had been referred to a psychiatrist. The diagnosis of a specific phobia had been retained. Given the anamnestic and clinical data and the opinion of a medical specialist, the patient had been placed on temporary incapacity for the driving position. A reassessment of his medical fitness for the position of the driver will be made after the end of the psychiatric intake.ConclusionsProfessional conduct is a complex task that requires the integrity of physical and mental abilities. The assessment of medical fitness for this position is essential for road safety. However, it can sometimes be difficult, especially in the face of psychiatric pathologies.Disclosure of InterestNone Declared

The current exploratory study aimed at investigating the role of cognitive aptitudes in determining the effect of practice distribution on second language learning. The study investigated to what extent language-analytic ability and working-memory capacity predicted the acquisition of grammar under two learning conditions that differ in the interval between the two training sessions. Learners of Japanese as a second language were trained on an element of Japanese morphosyntax under either distributed practice (7-day interval) or massed practice (1-day interval). The results revealed that language-analytic ability was only related to performance after distributed practice, whereas working-memory capacity was only related to performance after massed practice. These Aptitude × Treatment interaction findings can help establish the learning processes operating under distributed/massed practice conditions.