Ornaghi, I., Conte, E., & Grazzani, I. (2020). Empathy in toddlers: the role of emotion regulation, language ability, and maternal emotion socialization style. Frontiers in Psychology, 11:586862. doi: 10.3389/fpsyg.2020.58686262

Höltge, J., Jefferies, P., Cowden, R.G., Govender, K., Maximo, S.I., Carranza, J.S., Kapoor, B., Tomar, A., Theron, L., van Rensburg, A., Lu, S., Hu, H., Cavioni, V., Agliati, A., Grazzani, I. et al. (2020). A cross-country network analysis of adolescent resilience, Journal of Adolescent Health. DOI: 0.1016/j.jadohealth.2020.07.010.

Cavioni, V., Grazzani, I., Ornaghi, V., Pepe, A. & Pons, F. (2020). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehension (TEC): A large cross-sectional study with children aged 3-10 years. Journal of Cognition and Development. doi: 10.1080/15248372.2020.1741365

Farina, E., Ornaghi, V., Pepe, A., Fiorilli, C., & Grazzani, I. (2020). High School Student Burnout: Is Empathy a Protective or Risk Factor? Frontiers in Psychology, 11:897. doi: 10.3389/fpsyg.2020.00897

Cavioni, V., Grazzani, I., Ornaghi, V. (2020). Mental health promotion in schools: A comprehensive theoretical framework. International Journal of Emotional Education, 12(1), Centre for Resilience & Socio-Emotional Health, University of Malta, 65-82.

Conte, E., Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A. (2020). Assessment and Promotion of Social, Emotional, and Health Skills in European Schools: The Learning to Be Project. Resiliance in Schools: Research and Practice. Centre for Resilience & Socio-Emotional Health, University of Malta, 186-200.

Grazzani, I., Ornaghi, V., Agliati, A., Brazzelli E. (2020). Promoting Toddlers’ Development of Mental-State Language and Social Cognition: The Role of Conversation in Nursery Schools. Resiliance in Schools: Research and Practice. Centre for Resilience & Socio-Emotional Health, University of Malta, 73-103.

Ornaghi, V., Agliati, A., Pepe, A., & Gabola, P. (2020). Patterns of association between early childhood teachers’ emotion socialization styles, emotion beliefs and mind-mindedness. Early Education and Development, 31(1), 47-65doi:10.1080/10409289.2019.1627805

Agliati, A., Aguilar Barriga, P., Álvarez Cifuentes, P., Benítez Baena, B., Beržanskytė, J., Cavioni, V., … Valverde Jiménez, B. (2020). Toolkit for Assessing Social and Emotional Skills at School. Vilnius, LT: Lithuanian Children and Youth Centre.

Grazzani, I., Brockmeier, J. (2019). Language Games and Social Cognition: Revisiting Bruner. Integrative Psychological and Behavioral Science, 53(4), pp. 602–610. DOI 10.1007/s12124-019-09489-0

Conte, E., Ornaghi, V., Grazzani, I., Pepe, A., & Cavioni, V. (2019). Emotion knowledge, theory of mind, and language in young children: Testing a comprehensive conceptual model. Frontiers in Psychology, 10(2144). https://doi.org/10.3389/fpsyg.2019.02144

Ornaghi, V., Pepe, A., Agliati, A., & Grazzani, G. (2019). The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation. Social Development, 28(3), 581-598. doi:10.1111/sode.12351

Conte, E., Grazzani, I., & Pepe, A. (2018). Social cognition, language, and prosocial behaviors: A multitrait mixed-methods study in early childhood. Early Education & Development, 29 (6), 814-830. doi:10.1080/10409289.2018.1475820

Brazzelli, E., Conte, E., Grazzani, I. (2018). Aiuto, condivisione, consolazione. Sviluppo e promozione dei comportamenti prosociali al nido. Bambini, Settembre, pp. 22-26.

Grazzani, I., Ornaghi, V., Conte, E., Pepe A., & Caprin, C. (2018). The Relation between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language. Frontiers in Psychology, 9:724. doi:10.3389/fpsyg.2018.00724

Brazzelli, E., Farina, E., Grazzani, I., & Pepe, A. (2018). La misura dei comportamenti prosociali nella prima infanzia: uno studio di validazione del CPBQ. Psicologia Clinica dello Sviluppo, 3, pp. 581-596.

Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for children with Learning Disability: Implications for inclusion. International Journal of Emotional Education9(2), 100-109. https://www.um.edu.mt/__data/assets/pdf_file/0015/335031/v9i2dp8a.pdf

Ornaghi, V., Brazzelli, E., Grazzani, I., Agliati, A., Lucarelli, M. (2017). Does training toddlers in emotion knowledge lead to changes in their prosocial and aggressive behavior toward peers at nursery? Early Education and Development. 28, 4, pp. 396-414. http://dx.doi.org/10.1080/10409289.2016.1238674

Grazzani, I., Ornaghi, V., Pepe, A., Brazzelli, E., & Reeffe, C. (2017). The Italian version of the Empathy Questionnnaire for 18- to 36-months-old children: psychometric properties and measurement invariance across gender of the EmQue-I13. European Journal of Developmental Psychology, 14(1), 118-126. doi: 10.1080/17405629.2016.1140640. http://dx.doi.org/10.1080/17405629.2016.1140640

Ornaghi V., Pepe A., Grazzani I. (2016). False-belief understanding and language ability mediate the relationship between emotion comprehension and prosocial orientation in preschoolers. Frontiers in Psychology, 7: 1534. https://doi.org/10.3389/fpsyg.2016.01534

Grazzani, I., Ornaghi, V., & Brockmeier, J. (2016). Conversation on mental states at nursery: promoting social cognition in eraly childhood. European Journal of Developmental Psychology, 13(5), 563-581.  http://dx.doi.org/10.1080/17405629.2015.1127803

Ciucci, E., Baroncelli, A., Grazzani, I., Ornaghi, V. & Caprin, C. (2016). Emotional arousal and regulation: Further evidence of the validity of the “How I Feel” Questionnaire for use with school-age children. Journal of School Health, 86(3), 195-203. doi: 10.1111/josh.12370.

Grazzani, I., Ornaghi, V., Agliati, A. & Brazzelli, E. (2016). How to Foster Toddlers’ Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A conversation-Based Intervention at Nursery School. Infancy, 21(2), 199-227. http://onlinelibrary.wiley.com/doi/10.1111/infa.12107

Brazzelli, E., Grazzani, I., Agliati, A., Lucarelli, M., Ornaghi, V. (2016). Empatia e prosocialità. Tra natura e cultura, Proposte per un’educazione ai comportamenti prosociali al nido. Bambini.

2013-2015

Grazzani I., Corti I., Ornaghi V., Antoniotti C., Pepe A. (2015). Regolazione delle emozioni, autoefficacia emotiva ed empatia: Una ricerca in preadolescenza. Psicologia Clinica dello Sviluppo, XIX, 3, 429-447.

Grazzani I., Ornaghi V., Riva Crugnola, C. (2015). Emotion comprehension and attachment: A conversational intervention with school-aged children. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 65(6), 267-274. doi: 10.1016/j.erap.2015.10.0004

Ornaghi V., Grazzani I., Cherubin E., Conte E., Piralli F. (2015). ‘Let’s talk about emotions!’. The effect of conversational training on preschoolers’ emotion comprehension and prosocial orientation. Social Development24(1), 166-183. DOI: 10.1111/sode.12091

Grazzani I., Ornaghi V. (2015). La “Prova di completamento di storie sull’orientamento prosociale”: Un’esperienza per potenziare la disposizione ai comportamenti di aiuto. Psicologia Clinica dello Sviluppo, 2 (Agosto), 357-362.

Ornaghi V., Brockmeier J., Grazzani I. (2014). Enhancing social cognition by training children in emotion udnerstanding: a primary school study. Journal of Experimental Child Psychology, 119, 26-39. [doi: 10.1016/j.jecp.2013.10.005]

Grazzani I., Ornaghi V. (2014). Psychological lexicon and theory of mind: Training preschool children to improve their social cognition. In: Rundblad, G., Tytus, A., Knapton, O., and Tang, C. (Eds.). Selected Papers from the 4th UK Cognitive Linguistics Conference. London: UK Cognitive Linguistics Association (pp.136-151). http://uk-cla.org.uk/proceedings/volume_2_36/36-38

Ornaghi V., Grazzani I. (2013). The relationship between emotional-state language and emotion comprehension: A study with school-age children. Cognition & Emotion, 27, 2, pp. 356-366. doi:10.1080/02699931.2012.711745.

Ornaghi V., Piralli F., Cherubin E. (2013). Potenziare la competenza socio-emotiva: una ricerca intervento con bambini di 7 anni. Psicologia dell’Educazione, 3, 371-384.

Grazzani I., Ornaghi V. (2013). Lo sviluppo della competenza socio-emotiva nella scuola dell’infanzia: una proposta di intervento attraverso la conversazione. Psicologia dell’Educazione, 3, 385-396.

Ducan E., Ornaghi V., Grazzani I. (2013). Self-construal and psychological wellbeing in Scottish and Italian young adults. Journal of Happiness Studies, 2013, 14, 4, pp. 1145-1161. doi:10.1007/s10902-012-9372-0

2009-2012

Grazzani I., Ornaghi V. (2012). How do use and comprehension of mental-state language relate to theory of mind in middle childhood? Cognitive Development, 27, pp. 99-111.

Grazzani, I., Ornaghi, V. (2011). Emotional state talk and emotion understanding: A training study with preschool children. Journal of Child Language, 38, 1124-1139

Ornaghi, V., Brockmeier, J., Grazzani, I. (2011). The role of language games in children’s understanding of mental states: A training study. Journal of Cognition and Development, 12(2), 239-259.

Grazzani, I., Ornaghi, V., Antoniotti, C. (2011). Children’s and adolescents’ narratives of guilt: antecedents and mentalization. European Journal of Developmental Psychology, 8(3), 311-330. http://dx.doi.org/10.1080/17405629.2010.491303

Grazzani, I., Ornaghi, V., Piralli, F. (2011). Teoria della mente e comprensione del lessico psicologico nei bambini: dati preliminari di validazione del Test di lessico Emotivo (TLE). Psicologia Clinica dello Sviluppo, XV, 1, 257-266.

Ornaghi, V., Grazzani, I., Zanetti, M.A. (2010). Lessico psicologico e teoria della mente: uno studio con bambini di scuola primaria, Età evolutiva, 97.

Ornaghi, V., Grazzani, I. (2009). Capire la mente attraverso i giochi linguistici: un percorso educativo sull’uso del lessico psicologico, Difficoltà di apprendimento, 14/3, 405-414.