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Previous evidence suggests that when speakers produce sentences from memory or as picture descriptions, their choices of sentence structure are influenced by how easy it is to retrieve sentence material (accessibility). Three experiments assessed whether this pattern holds in naturalistic, interactive dialogue. Pairs of speakers took turns asking each other questions, the responses to which allowed mention of an optional "that" before either repeated (accessible) or unrepeated (inaccessible) material. Speakers' "that" mention was not sensitive to the repetition (accessibility) manipulation. Instead, "that" mention was sensitive to social factors: Speakers said "that" more when adopting another's perspective rather than one's own, and tended to say "that" more when attributing emotions to oneself rather than another. A fourth experiment confirmed that in a memory task, the original pattern is observed. These results suggest that "that" mention is sensitive to the cognitive forces that operate within a production task; in dialogue settings, social factors were especially influential.Producing language involves making choices: Choices about what words, sentence structures, and prosody to use, about how quickly or loudly to speak, and so forth. Many choices are (relatively) straightforwardly determined by the fact that speakers typically speak to express particular meanings --a speaker will choose "cat" and not "dog" to refer to a domestic feline, for example. But other choices are likely driven by more subtle goals. Why do speakers speak more quickly or slowly in different contexts? Why might they call a domestic feline "cat" or "kitty" or "crazy animal living in my house"? One increasingly studied choice speakers must make is whether to use certain optional and relatively meaningless words in their sentences. Here, we focus on the production of sentence-complement structures such as (1): (1)

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As students transition from graduate programs to their Clinical Fellowship Experience, there is a corresponding shift in their autonomy and level of supervision. Supervisors of student clinicians and mentors of Clinical Fellows share many of the same roles and responsibilities as key figures in the professional development of the new clinician. Mentors are appropriately less directive than supervisors as part of a collaborative process with the Clinical Fellow. The mentor is charged with facilitating and promoting reflective practice techniques while giving consideration to influence and power; interpersonal skills; issues of race, culture, gender, and age; and professional ethics.

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