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Articoli scientifici




Ronchi, L., Banerjee, R., & Lecce, S. (2019). Theory of mind and peer relationships: The role of social anxiety. Social Development, 1-16. doi:10.1111/sode.12417

Lecce, S., Bianco, F., & Ronchi, L. (2019). Executive function in the school context: The role of peer relationships. Infant and Child Development, 1-23. doi:10.1002/icd.2151.

Bischetti, L., Ceccato, I., Lecce, S., Cavallini, E., & Bambini, V. (2019). Pragmatics and theory of mind in older adults’ humor comprehension. Current Psychology, 1-17. doi:10.1007/s12144-019-00295-w

Lecce, S., Ronchi, L., Del Sette, P., Bischetti, L., & Bambini, V. (2019). Interpreting physical and mental metaphors: Is Theory of Mind associated with pragmatics in middle childhood?. Journal of child language46 (2), 393-407. doi:10.1017/S030500091800048X

Rosi, A., Nola, M., Lecce, S., & Cavallini, E. (2019). Prosocial behavior in aging: which factors can explain age-related differences in social-economic decision making? International Psychogeriatrics1-11. doi:10.1017/S1041610219000061

Lecce, S., Ceccato, I., & Cavallini E. (2019): Investigating ToM in aging with the MASC: from accuracy to error type. Aging, Neuropsychology, and Cognition, 26541-557. doi:10.1080/13825585.2018.1500996

Lecce, S.,Ceccato, I., Rosi, A., Bianco, F., Bottiroli, S., & Cavallini, E. (2019). Theory of Mind plasticity in aging: the role of baseline, verbal knowledge, and executive functions. Neuropsychological Rehabilitation, 29, 440-455. doi:10.1080/09602011.2017.1308871




Lecce, S., & Bianco, F. (2018). The role of false-belief understanding in preschoolers’ development of metamemory: A training study. European Journal of Developmental Psychology, 1-15.  doi:10.1080/17405629.2018.1496908

Lecce, S., & Bianco, F. (2018). Does False-Belief Understanding predict Metamemory? A training study. European Journal of Developmental Psychology. doi:10.1080/17405629.2018.1496908

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

Lecce, S., Ceccato, I., & Cavallini, E. (2018). Theory of mind, mental state talk and social relationships in aging: The case of friendship. Aging & mental health, 1-8. doi:10.1080/13607863.2018.1479832

Zhang, X., Lecce, S., Ceccato, I., Cavallini, E., Zhang, L., & Chen, T. (2018). Plasticity in older adults’ theory of mind performance: the impact of motivation. Aging & mental health22(12), 1592-1599. doi:10.1080/13607863.2017.1376313



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., 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


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


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


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. 

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


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


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


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. 


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


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.


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


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




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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