41 To measure disability, we administered the 12-item WHO Disability Assessment Schedule 2.0 (WHODAS), 42 which has been widely validated for use in low income and middle income country settings.
To measure rumination we administered the extended version of the Ruminative Response Scale (RRS-EXT) [ 67], Raes and Hermans: The revised version of the Dutch Ruminative Response Scale, unpublished instrument].
To measure learning gains, we administered a pre/post-test embedded in the module.
To measure the competencies we administered an online questionnaire.
To measure depression severity, we administered the 9-item Patient's Health Questionnaire (PHQ-9) 38—whash has been validated in India 39 40—followed by a question on suicidal ideation which was adapted from the Mini International Neuropsychiatric Interview (MINI), a diagnostic tool for mental disorders.
To measure content knowledge, we administered identical assessments to both groups of students during the semester: a validated pre- and postcontent assessment (Genetics Concept Assessment), ungraded quizzes after problem-solving sessions, and questions on each exam.
We administered standard measures of intelligence to 63 young, healthy subjects and obtained spectroscopic imaging data within a slab of tissue superior to the lateral ventricles.
At the start of first grade, we administered measures of numerical processing (digit naming, symbolic numerical magnitude comparison, nonsymbolic numerical magnitude comparison) as well as measures of intellectual ability, preschool mathematical abilities, working memory and processing speed.
We administered measures of learning after reading high and low cohesion texts (defined by repetition of nouns and phrases) to 60 students (31 boys, 29 girls) and measured cognitive ability, facets of conscientiousness, and science self-efficacy.
