Social and behavioral science research proliferated during the COVID-19 pandemic, reflecting the substantial increase in influence of behavioral science in public health and public policy more broadly. This review presents a comprehensive assessment of 742 scientific articles on human behavior during COVID-19. Two independent teams evaluated 19 substantive policy recommendations (“claims”) on potentially critical aspects of behaviors during the pandemic drawn from the most widely cited behavioral science papers on COVID-19. Teams were made up of original authors and an independent team, all of whom were blinded to other team member reviews throughout. Both teams found evidence in support of 16 of the claims; for two claims, teams found only null evidence; and for no claims did the teams find evidence of effects in the opposite direction. One claim had no evidence available to assess. Seemingly due to the risks of the pandemic, most studies were limited to surveys, highlighting a need for more investment in field research and behavioral validation studies. The strongest findings indicate interventions that combat misinformation and polarization, and to utilize effective forms of messaging that engage trusted leaders and emphasize positive social norms.

Objectives: Fewer girls than boys are identified as struggling at school. The objectives of this study were to: i) identify dimensions of cognition, behaviour and mental health in a unique transdiagnostic sample of struggling learners; ii) test whether these constructs were equivalent for boys and girls, and; iii) compare their performance across the dimensions. Methods: 805 school-aged children, identified by practitioners as experiencing problems in cognition and learning, completed cognitive assessments, and parents/carers rated their behaviour and mental health problems. Results: Three cognitive, three behavioural, and two mental health dimensions distinguished the sample. Dimensions were structurally comparable between boys and girls, but differences in severity were present: girls had greater cognitive impairments; boys had more severe externalising problems. Conclusions: Gender biases to stereotypically male behaviours are prevalent among practitioners, even when the focus is on identifying cognitive and learning difficulties. This underscores the need to include cognitive and female-representative criteria in diagnostic systems to identify girls whose difficulties could go easily undetected.

Mutualistic theories assume that the mastering of a skill, either cognitive or academic, supports and amplifies the development of other such abilities. The current study uses network science to model cross-sectional associations between cognitive and academic performance in two age-matched developmental cohorts. One cohort was a community sample drawn from the general school population, while the other included struggling learners. The community sample outperformed the struggling learners across all measures. Network models suggested that although the tasks were similarly interrelated across cohorts, there were some notable differences in association strength: Academic skills were more closely coupled in the community sample, while maths was more strongly related to cognitive skills in the struggling learners. We demonstrate the utility of network models as an analytic framework that is consistent with contemporary theories of learning difficulties and the nature of the relationship between cognitive and learning skills more broadly.

Pervading global narratives suggest that political polarization is increasing, yet the accuracy of such group meta-perceptions has been drawn into question. A recent US study suggests that these beliefs are inaccurate and drive polarized beliefs about out-groups. However, it also found that informing people of inaccuracies reduces those negative beliefs. In this work, we explore whether these results generalize to other countries. To achieve this, we replicate two of the original experiments with 10,207 participants across 26 countries. We focus on local group divisions, which we refer to as fault lines. We find broad generalizability for both inaccurate meta-perceptions and reduced negative motive attribution through a simple disclosure intervention. We conclude that inaccurate and negative group meta-perceptions are exhibited in myriad contexts and that informing individuals of their misperceptions can yield positive benefits for intergroup relations. Such generalizability highlights a robust phenomenon with implications for political discourse worldwide.

Background Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare deficit/diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. Methods We recruited a large transdiagnostic cohort of children with complex needs ( N = 805) to identify distinct subgroups of children with common profiles of behavioural and language strengths and difficulties. We then investigated whether and how these data-driven groupings could be distinguished from a comparison sample ( N = 158) on measures of academic and socioemotional functioning and patterns of global and local white matter connectome organisation. Academic skills were assessed via standardised measures of reading and maths. Socioemotional functioning was captured by the parent-rated version of the Strengths and Difficulties Questionnaire. Results We identified three distinct subgroups of children, each with different levels of difficulties in structural language, pragmatic communication, and hot and cool executive functions. All three subgroups struggled with academic and socioemotional skills relative to the comparison sample, potentially representing three alternative but related developmental pathways to difficulties in these areas. The children with the weakest language skills had the most widespread difficulties with learning, whereas those with more pronounced difficulties with hot executive skills experienced the most severe difficulties in the socioemotional domain. Each data-driven subgroup could be distinguished from the comparison sample based on both shared and subgroup-unique patterns of neural white matter organisation. Children with the most pronounced deficits in language, cool executive, or hot executive function were differentiated from the comparison sample by altered connectivity in predominately thalamocortical, temporal-parietal-occipital, and frontostriatal circuits, respectively. Conclusion These findings advance our understanding of commonly co-morbid behavioural and language problems and their relationship to behavioural outcomes and neurobiological substrates. Transdiagnostic Profiles of Behaviour and Communication Relate to Academic and Socioemotional Functioning and Neural White Matter Organisation

ABSTRACT Network analytic methods that are ubiquitous in other areas, such as systems neuroscience, have recently been used to test network theories in psychology, including intelligence research. The network or mutualism theory of intelligence proposes that the statistical associations among cognitive abilities (e.g. specific abilities such as vocabulary or memory) stem from causal relations among them throughout development. In this study, we used network models (specifically LASSO) of cognitive abilities and brain structural covariance (grey and white matter) to simultaneously model brain-behavior relationships essential for general intelligence in a large (behavioral, N=805; cortical volume, N=246; fractional anisotropy, N=165), developmental (ages 5-18) cohort of struggling learners (CALM). We found that mostly positive, small partial correlations pervade our cognitive, neural, and multilayer networks. Moreover, using community detection (Walktrap algorithm) and calculating node centrality (absolute strength and bridge strength), we found convergent evidence that subsets of both cognitive and neural nodes play an intermediary role ‘between’ brain and behavior. We discuss implications and possible avenues for future studies.

Hierarchical dimensional models of psychopathology derived for adult and child community populations offer more informative and efficient methods for assessing and treating symptoms of mental ill health than traditional diagnostic approaches. It is not yet clear how many dimensions should be included in models for youth with neurodevelopmental conditions. The aim of this study was to delineate the hierarchical dimensional structure of psychopathology in a transdiagnostic sample of children and adolescents with learning-related problems, and to test the concurrent predictive value of the model for clinically, socially and educationally relevant outcomes. A sample of N=403 participants from the Centre for Attention Learning and Memory (CALM) cohort were included. Hierarchical factor analysis delineated dimensions of psychopathology from ratings on the Conner’s Parent Rating Short Form, the Revised Children’s Anxiety and Depression Scale, and the Strengths and Difficulties Questionnaire. A hierarchical structure with a general p factor at the apex, broad internalising and broad externalising spectra below, and three more specific factors (specific internalising, social maladjustment, and neurodevelopmental) emerged. The p factor predicted all concurrently measured social, clinical and educational outcomes, but the other dimensions provided incremental predictive value. The neurodevelopmental dimension, which captured symptoms of inattention, hyperactivity and executive function and emerged from the higher-order externalising factor, was the strongest predictor of learning. This suggests that in struggling learners, cognitive and affective behaviours may interact to influence learning outcomes. Keywords: neurodevelopmental; transdiagnostic; childhood psychopathology; general p factor; hierarchical dimensional model General Scientific Summary: This study identifies dimensions of psychopathology in a sample of children with neurodevelopmental difficulties who are at increased risk for mental health problems. Dimensions capturing neurodevelopmental concerns were the strongest predictors of the children’s current learning outcomes.

Background. Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism in free play settings. This study draws on Affordance theory and Sociocultural theory to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play.Method. The study used a detailed observational and descriptive design. Two groups of children with autism (ASD) and two groups of typically developing (TD) children were filmed during a 20 minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten's Play States. Data were described in terms of duration, frequency and the likelihood of transition toanother state, given the current state.Results. For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and AssociativePlay were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition.Conclusions. Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities