There is substantial variance in the age at which children construct and deploy their first explicit theory of biology. This study tests the hypothesis that this variance is due, at least in part, to individual differences in their executive function (EF) abilities. A group of 79 boys and girls aged 5-7 years (with a mean age of 6½ years) were presented with two test batteries: (a) a biology battery that probed their understanding of life, death, and body functions and (b) an EF battery that tested working memory, inhibition, and set-shifting skills. Individuals' EF scores significantly predict their biology scores, even after controlling for age and verbal IQ.

No abstract

No abstract

Objective To provide a brief description of COVID‐19‐related issues presented by callers to a tele‐counseling helpline in Bangladesh. Method Counselors who receive calls write brief descriptions of each call. These descriptions were coded and analyzed. Results Eighty‐six percent of callers displayed anxiety and/or sleeplessness; these callers also displayed a range of issues including family/interpersonal problems, financial difficulties, physical health concerns, mental illness, and difficulty managing quarantine. Conclusion These findings indicate the mental health challenges faced in Bangladesh due to lockdown and can inform future interventions.

No abstract