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Background: The quality of COVID-19 preprints should be considered with great care, as their contents can influence public policy. Efforts to improve preprint quality have mostly focused on introducing quick peer review, but surprisingly little has been done to calibrate the public’s evaluation of preprints and their contents. Purpose: The PRECHECK project aimed to generate a tool to teach and guide scientifically literate non-experts to critically evaluate preprints, on COVID-19 and beyond. Methods: To create a checklist, we applied a 4-step procedure consisting of an initial internal review, an external review by a pool of experts (methodologists, meta-researchers/experts on preprints, journal editors, and science journalists), a final internal review, and an implementation stage. For the external review step, experts rated the relevance of each element of the checklist on five-point Likert scales, and provided written feedback. After each internal review round, we applied the checklist on a set of high-quality preprints from an online list of milestone research works on COVID-19 and low-quality preprints, which were eventually retracted, to verify whether the checklist can discriminate between the two categories. Results: At the external review step, 26 of the 54 contacted experts responded. The final checklist contained 4 elements (Research question, Study type, Transparency and integrity, and Limitations), with ‘superficial’ and ‘deep’ levels for evaluation. When using both levels of evaluation, the checklist was effective at discriminating high- from low-quality preprints. Its usability was confirmed in workshops with our target audience: Bachelors students in Psychology and Medicine, and science journalists. Conclusions: We created a simple, easy-to-use tool for helping scientifically literate non-experts navigate preprints with a critical mind. We believe that our checklist has great potential to help guide decisions about the quality of preprints on COVID-1

Traditional laboratory research on visual attentional control has largely focused on adults, treated one sensory modality at a time, and neglected factors that are a constituent part of information processing in real-world contexts. Links between visual-only attentional control and children’s educational skills have emerged, but they still do not provide enough information about school learning. The present thesis addressed these gaps in knowledge through the following aims: 1) to shed light on the development of the neuro-cognitive mechanisms of attention engaged by multisensory objects in a bottom-up fashion, together with attentional control over visual objects in a top-down fashion, 2) to investigate the links between developing visual and multisensory attentional control and children’s basic literacy and numeracy attainment, and 3) to explore how contextual factors, such as the temporal predictability of a stimulus or the semantic relationships between stimulus features, further influence attentional control mechanisms. To investigate these aims, 115 primary school children and 39 adults from the French-speaking part of Switzerland were tested on their behavioural performance on a child-friendly, multisensory version of the Folk et al. (1992) spatial cueing paradigm, while 129-channel EEG was recorded. EEG data were analysed in a traditional framework (the N2pc ERP component) and a multivariate Electrical Neuroimaging (EN) framework. Taken together, our results demonstrated that children’s visual attentional control reaches adult-like levels at around 7 years of age, or 3rd grade, although children as young as 5 (at school entry) may already be sensitive to the goal- relevance of visual objects. Multisensory attentional control may develop only later. Namely, while 7-year-old children (3rd grade) can be sensitive to the multisensory nature of objects, such sensitivity may only reach an adult-like state at 9 years of age (5th grade). As revealed by EN, both bott