Current status and future perspectives of lithium metal batteries

With the lithium-ion technology approaching its intrinsic limit with graphite-based anodes, Li metal is recently receiving renewed interest from the battery community as potential high capacity anode for next-generation rechargeable batteries. In this focus paper, we review the main advances in this field since the first attempts in the mid-1970s. Strategies for enabling reversible cycling and avoiding dendrite growth are thoroughly discussed, including specific applications in all-solid-state (inorganic and polymeric), Lithium–Sulfur (Li–S) and Lithium-O2 (air) batteries. A particular attention is paid to recent developments of these battery technologies and their current state with respect to the 2030 targets of the EU Integrated Strategic Energy Technology Plan (SET-Plan) Action 7

Social anxiety symptoms in young children:Investigating the interplay of theory of mind and expressions of shyness

Children’s early onset of social anxiety may be associated with their social understanding, and their ability to express emotions adaptively. We examined whether social anxiety in 48-month-old children (N = 110; 54 boys) was related to: a) a lower level of theory of mind (ToM); b) a lower proclivity to express shyness in a positive way (adaptive); and c) a higher tendency to express shyness in a negative way (non-adaptive). In addition, we investigated to what extent children’s level of social anxiety was predicted by the interaction between ToM and expressions of shyness. Children’s positive and negative expressions of shyness were observed during a performance task. ToM was measured with a validated battery, and social anxiety was assessed using both parents’ reports on questionnaires. Socially anxious children had a lower level of ToM, and displayed more negative and less positive shy expressions. However, children with a lower level of ToM who expressed more positive shyness were less socially anxious. Additional results show that children who displayed shyness only in a negative manner were more socially anxious than children who expressed shyness only in a positive way and children who did not display any shyness. Moreover, children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way. These findings highlight the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety

Representations of loneliness in children's drawings

This article reports the results of a study which aimed to examine the development of children's ability to depict loneliness in their drawings. Seventy-eight children and 20 adults took part in the study. Participants were first asked a series of questions assessing their conceptions of loneliness, and were then invited to draw a picture that conveys loneliness. The resulting drawings were coded and scored for the presence of the two dimensions of loneliness: cognitive and emotional. First, the authors examined the use by participants of graphic indicators denoting deficiencies in one's social relations resulting to loneliness (cognitive dimension); second, they assessed the expressive strategies participants employed to convey the negative affect that typically accompanies loneliness in their drawings (emotional dimension). Finally, the authors tested the relationship between children's definitions of loneliness with their drawings of the construct. The results show a clear developmental progression in children's pictorial representations of loneliness. Whereas the majority of young children represented loneliness as the absence of a social network, older children used graphic indicators to convey both the absence of a social network and the sadness that accompanies loneliness. In contrast to children, adults consistently included symbolic or metaphoric graphic indicators in their drawings to convey the negative affect accompanying the experience of loneliness. © The Author(s) 2011

The \u2018I knew it all along\u2019 phenomenon: Second-order false belief understanding and the curse of knowledge in primary school children.

This study investigated two different expressions of the so-called curse of knowledge in primary school children: hindsight bias and outcome bias. Further, it explored the possible predictive function of false belief understanding in reducing these biases. Ninety-one children aged 7, 9, and 11 years (middle- to upper-middle class) were administered classical first- and second-order false belief tasks as well as hindsight and outcome bias tasks in a within-subjects design, while controlling for cognitive level. Both biases were found at all ages. Second-order false belief understanding seemed to reduce outcome bias but not hindsight bias. These findings indicate that the curse of knowledge is a multifaceted construct with potential relevant implications for learning in children