Grazzani, I., Brockmeier, J. (2019, in press). Language games and social cognition: Revisiting Bruenr. Integrative Psychological and Behavioral Science, doi : 10.1007/s12124-019-09489-0

Ornaghi, V., Pepe, A., Agliati, A., & Grazzani, I. (online). The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation. Social Development, 1-18.

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.

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

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

Grazzani, I. (2018). Emozioni. Bambini, Giugno, p. 24.

Ornaghi, V., Agliati, A., Gandellini, S., Moller, N., Vergata, V. (2018). Le emozioni al nido. Credenze e stile emotivo delle educatrici. Bambini, Febbraio, pp. 14-18.

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.

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), 396-414. doi: 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 Psychology14(1), 118-126. doi: 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. doi: 103389/fpsyg.2016.01534

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. doi: 10.1111/infa.12107



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