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Articoli scientifici

 

2018

 

        Lecce, S., & Bianco, F. (2018). Working memory predicts children’s theory of mind during

     middle childhood: A training study. Cognitive Development, 47, 71-81.  

     doi:10.1016/j.cogdev.2018.04.002

 

 

2017

Lecce, S., Bianco, F., Devine, R., & Hughes, C. (2017). Relations between ToM and EF in middle childhood: a short-term longitudinal study. Journal of Experimental Child Psychology, 163, 69-86. doi:10.1016/j.jecp.2017.06.011

Lecce, S.,Ceccato, I., Rosi, A., Bianco, F., Bottiroli, S., & Cavallini, E. (2017). Theory of Mind plasticity in aging: the role of baseline, verbal knowledge, and executive functions. Neuropsychological Rehabilitation, 7,1-16. doi:10.1080/09602011.2017.1308871

Lecce, S., Caputi, M., Pagnin, A., & Banerjee, R. (2017). Theory of Mind and school achievement: the mediating role of social competence. Cognitive Development, 44, 85-97. doi:10.1016/j.cogdev.2017.08.0107

Caputi, M., Lecce, S., & Pagnin, A. (2017). The role of mother–child and teacher–child relationship on academic achievement. European Journal of Developmental Psychology, 14, 141-158. doi:10.1080/17405629.2016.1173538 

Mizokawa, A., & Lecce, S. (2017). Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children. European Journal of Developmental Psychology,14, 159-171. doi:10.1080/17405629.2016.1180970

Lecce, S. (2017). Examining mind-reading in the life span: from longitudinal to training studies. Front. Psychol. Conference Abstract: XPRAG.it Behavioral and Neural Evidence on Pragmatic Processing. doi: 10.3389/conf.fpsyg.2017.71.00005

2016

Bianco, F., & Lecce, S. (2016).Translating child development research into practice: Can teachers foster children’s theory of mind in primary school? British Journal of Educational Psychology, 86, 592-605. doi:10.1111/bjep.12125

Bianco, F., Lecce S., & Banerjee, R. (2016). Conversations about mental states and theory of mind development in middle childhood: A training study. Journal of Experimental Child Psychology, 149, 41-61. doi:10.1016/j.jecp.2015.11.006

 Rosi, A., Bottiroli, S., Cavallini, E., Bianco, F., & Lecce, S. (2016). Promoting Theory of mind in older adults: Does age play a role?. Aging & Mental Health, 20, 22-28. doi:10.1080/13607863.2015.1049118

Bottiroli, S., Cavallini, E., Ceccato, I., Vecchi, T., & Lecce, S. (2016). Theory of Mind in aging: Comparing cognitive and affective components in the faux pas test. Archives of Gerontology and Geriatrics, 62, 152-162. doi:10.1016/j.archger.2015.09.009
 

2015

Bianco, F., Nola, M., Devine, R. T., & Lecce, S. (2015). Promoting theory of mind in school-aged children: Direct and transfer effects (Promuovere la teoria della mente in età scolare: Effetti diretti e di generalizzazione). Psicologia Clinica dello Sviluppo, 2, 249-270. doi:10.1449/80314

Cavallini, E., Bianco, F., Bottiroli, S., Rosi, A., Vecchi, T., & Lecce, S. (2015). Training for generalization in theory of mind: A study with older adults. Frontiers in Psychology6, 1-9. doi:10.3389/fpsyg.2015.01123

Lecce, S., Bottiroli, S., Bianco, F., Rosi, A., & Cavallini, E. (2015). Training older adults on Theory of Mind (ToM): Transfer on metamemory. Archives of Gerontology and Geriatrics60, 217-226. doi:10.1016/j.archger.2014.10.001

Lecce, S., Caputi, M., Pagnin, A. (2015). False-belief understanding at age 5 predicts beliefs about learning in Year 3 of primary school. European Journal of Developmental Psychology, 12, 40-53. doi:10.1080/17405629.2014.949665

Lecce, S., Ceccato, I., Bianco, F., Rosi, A., Bottiroli, S., Cavallini. E. (2015). Theory of mind and social relationships in older adults: The role of social motivation. Aging and Mental Health, 21, 253-258. doi:10.1080/13607863.2015.1114586

Lecce, S., Demicheli, P., Zocchi, S., & Palladino, P. (2015). The origins of children’s metamemory: The role of theory of mind. Journal of Experimental Child Psychology, 131, 56-72. doi:10.1016/j.jecp.2014.11.005

Malti, T., Gummerum, M., Ongley, S. F., Chaparro, M. P., Nola, M., & Bae, N.Y. (2015). Who is worthy of my generosity? Recipient characteristics and children’s sharing behavior. International Journal of Behavioral Development. Early online publication, 29 January, 2015. doi:10.1177/0165025414567007

2014

Hughes, C., Devine, R., Ensor, R., Koyasu, M., Misokawa, A., & Lecce S. (2014). Lost in Translation? Comparing British, Japanese and Italian Children’s Theory of Mind Performance. Child Development Research, Article ID 893492, 10 pages, 2014. 
doi:10.1155/2014/893492.

Lecce, S., Bianco, F., Demicheli, P., & Cavallini, E. (2014). Training Preschoolers on 1st-Order-False-Belief Understanding: Transfer on Advanced ToM Skills and Metamemory. Child Development, 85, 2404-2418. doi:10.1111/cdev.12267

Lecce, S., Bianco, F., Devine, R., Hughes, C., & Banerjee, R. (2014). Promoting theory of mind in middle childhood: A training study. Journal of Experimental Child Psychology, 126, 52-67. doi:10.1016/j.jecp.2014.03.002 

Lecce, S., Caputi, M., & Pagnin, A. (2014). Long-term effect of theory of mind on school achievement: the role of sensitivity to criticism. European Journal of Developmental Psychology, 11, 305-318. doi:10.1080/17405629.2013.821944

Ongley, S.F., Nola, M., & Malti, T. (2014). Children’s giving: Moral reasoning and moral emotions in the development of donation behaviors. Frontiers in Developmental Psychology, 5, 1-8. doi:10.3389/fpsyg.2014.00458

2013

Cavallini, E., Lecce, S., Bottiroli, S., Palladino, P., & Pagnin, A. (2013). Beyond false belief: Theory of mind in young, young-old, and old-old adults. The International Journal of Aging and Human Development, 76, 181-198. doi:10.2190/AG.76.3.a

2012

Caputi, M., Lecce, S., Pagnin, A., & Banerjee, R. (2012). Longitudinal effects of theory of mind on later peer relations: The role of prosocial behaviour. Developmental Psychology, 48, 257-270. doi:10.1037/a0025402

2011

Lecce, S., Caputi, M., & Hughes, C. (2011). Does Sensitivity to Criticism Mediate the Relationship Between Theory of Mind and Academic Competence? Journal of Experimental Child Psychology, 110, 313-331. doi:10.1016/j.jecp.2011.04.011 

Lecce, S., de Bernart, D., Vezzani, C., Pinto, G., & Primi, C. (2011). Measuring the quality of the sibling relationship during middle childhood: The psychometric properties of the Sibling Relationship Inventory. European Journal of Developmental Psychology, 8, 423-436. 
doi:10.1080/17405629.2010.530033

2010

Hughes, C., Marks, A., Ensor, R., & Lecce, S. (2010). A Longitudinal Study of Conflict and Inner State Talk in Children’s Conversations with Mothers and Younger Siblings. Social Development, 19, 822-837. doi:10.1111/j.1467-9507.2009.00561.x

Lecce, S., & Hughes, C. (2010). “The Italian Job”?: Comparing theory of mind performance in British and Italian children. British Journal of Developmental Psychology, 28, 747-766. doi:10.1348/026151009X479006

Lecce, S., Zocchi, S., Pagnin, A., Palladino, P., & Taumoepeau, M. (2010). Reading minds: The relation between children’s mental state knowledge and their metaknowledge about reading. Child Development, 81, 1876-1893. doi:10.1111/j.1467-8624.2010.01516.x

2009

Lecce, S., Caputi, M., & Pagnin, A. (2009). “I know what you mean”: a study of individual differences in internal state talk in relation to school competence. Journal of Applied Psycholinguistic, IX, 84-98. doi:10.1400/122911

Lecce, S., Pagnin, A., & Pinto, G. (2009). Agreement in children’s evaluations of their relationships with siblings and friends. European Journal of Developmental Psychology, 6, 153-169. doi:10.1080/17405620701795536

Pons, F., de Rosnay, M., Harris, P. L., & Lecce, S. (2009). Theory of mind and language in children. Impuls, 3, 30 – 41.

2007

Hughes, C., Lecce, S., & Wilson, C. (2007). “Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends. Cognition and Emotion, 21, 330-350. doi:10.1080/02699930600551691

2006

Hughes, C., Fujisawa, K. K., Ensor, R., Lecce, S., & Marfleet, R. (2006). Cooperation and Conversations about the Mind: A Study of Individual Differences in 2-year-olds and their Siblings. British Journal of Developmental Psychology, 24, 53-72. doi:10.1348/026151005X82893

 

Libri

 

Lecce, S., & Bianco, F. (2018). Mettiti nei miei panni. Programma per promuovere l'empatia e le relazioni con la teoria della mente. Trento, Erickson.

Lecce, S., Cavallini, E., & Pagnin, A. (2010). La teoria della mente nell’arco di vita [Theory of mind across life-span]. Bologna, Il Mulino.

Lecce, S., & Pagnin, A. (2007). Il lessico psicologico: la teoria della mente nella vita quotidiana [Mental State Talk: Theory of mind in everyday life]. Bologna, Il Mulino.

 

 

Capitoli di libri

Hughes C., Lecce S. (2010). Early social cognition. In: Tremblay R.E., Barr R.G., Peters R. De V., Boivin M., Eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2010:1-6. 
Disponibile al: http://www.child-encyclopedia.com/documents/Hughes-LecceANGxp.pdf

Lecce S., Caputi M., Pagnin A. (2010). La ToM come risorsa per la socializzazione in classe [ToM as a resource for children's socila life in the classroom]. In E. Baumgartner (a cura di), Gli Esordi della Competenza Emotiva. Strumenti di Studio e di Valutazione. LED, pp. 105-128.

Lecce S., Zocchi S., Pagnin A. (2008). Il TEC: un’indagine longitudinale [The TEC: a longitudinal study]. In O. Albanese e P. Molina (Eds.), Lo sviluppo della comprensione delle emozioni e la sua valutazione. La standardizzazione italiana del Test di Comprensione delle Emozioni (TEC). Edizioni Unicopli, Torino, pp. 183-188.

Lecce S., Palladino P., Pagnin A. (2007). Theory of mind and metacomprehension: which relationship? [Teoria della Mente e metacomprensione: quale la relazione?]. In O. Liverta Sempio, A. Marchetti e A. Valle (Eds.), Intersubjectivity, Metacognition and Theory of Mind. Pubblicazioni ISU Università Cattolica, Milano, pp. 147-149.

 

 

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