Ornaghi V., Grazzani, I., Agliati, A., Lucarelli, M., Brazzelli, E. (2015). Lo sviluppo della competenza emotiva e del comportamento prosociale nei bambini: una ricerca sulla socializzazione emotiva al nido. Lavoro presentato all’interno del simposio dal titolo Lo sviluppo della competenza socio-emotiva: progetti di ricerca evidence-based (proponenti Ilaria Grazzani e Veronica Ornaghi). XXVIII Congresso Nazionale AIP. Sezione di Psicologia dello Sviluppo e dell’Educazione. 24-26 Settembre, Parma.

Grazzani I., Ornaghi V., Agliati A., Brazzelli E., Lucarelli M. (2015). Lo sviluppo della teoria della mente emotiva al nido: una proposta di intervento conversazionale. Lavoro presentato all’interno del simposio dal titolo Intervenire per favorire le abilità socio-cognitive nell’arco di vita. XXVIII Congresso Nazionale AIP. Sezione di Psicologia dello Sviluppo e dell’Educazione. 24-26 Settembre, Parma.

Grazzani I., Ornaghi V., Agliati A. (2015). Emotion socialization at nursery school: An evidence-based research adopting a conversational approach. Paper presented at the Conference on the International Society for research on Emotion (ISRE) 2015. Geneve, July 8-10. Book of abstracts, p. 440.

Caprin, C., Caruso, A., Grazzani I., Ornaghi V., Ottoboni, F. (2015). Preschoolers’ prosocial behavior: its relationship with linguistic, cognitive and emotional competences. Poster presented to the  14th  European Congress on Psychology. University of Milano-Bicocca, Milan, July 7-10.

Grazzani I., Agliati A., Ornaghi V. (2015). Promoting story-bades conversations on emotions in nursery school: effects on toddlers’ verbal skills. Poster presented to the International Conference Narrative and Intervention, Université Paris-Descartes, France, June 10-12.

Grazzani I., Agliati A., Ornaghi V. (2014). The impact of story-based conversations on nursery-schools’ children’s psychological lexicon and emotion comprehension. Paper presented at the 13th International Congress for the Study of Child Language (IASCL). Amsterdmam, The Netherlands, July 14-18.

Grazzani I, Ornaghi V., Cherubin E., Piralli F. (2013). Promoting children’s social cognition through story-based conversation: An intervention study. Paper presented at the 16th European Conference on Developmental Psychology. Lausanne, 3-7 September. Title of the Symposium: Intervention procedures to promote narratives and through narratives.

Agliati, A., Grazzani, I., Ornaghi, V. (2013). Promoting toddlers’ emotion socialization: The use of emotional-state language at the nursery school. Poster presented to the 16th European Conference on Developmental Psychology. Lausanne, 3-7 September.

Grazzani I., Agliati A., Ornaghi V. (2013). Toddlers’ emotion socialization at nursery school: A conversational intervention using psychological language. Poster presented to the ISRE (International Society for Research on Emotions) Biennal Meeting 2013, Berkeley, California. Program p. 20.

Grazzani, I., Ornaghi, V. (2012). Mental-state talk, narratives and theory of mind: Intervention procedures with preschoolers. Speech presented as invited speaker at the International conference NIL 2012: Narrative, intervention and literacy, Université La Sorbonne, Paris, September 6-7 2012.

Ornaghi, V., Piralli, F., Cherubin, E., Grazzani, I. (2012). How to improve social cognition by training children in social understanding. In M. Cantoia et al. (eds.), Proceedings of the 5th Biennial Meeting of th EARLI SIG 16 Metacognition. EDUCatt, Milano, pp. 97-98.

Grazzani I., Ornaghi V. (2010). Improving preschool children’s theory of mind: A training studies with language games. Lavoro presentato al Meeting della European Society for Philosophy and Psychology, Bochum/Essen, August 2010. In Proceedings of ESPP 2010 (p. 204).

Ornaghi V., Grazzani I. (2008), Can 3 year-old children be trained to use mental-state talk in order to increase their understanding of the mind? Workshop on Pragmatics and Social Cognition. University College, London, 25-26 Aprile.