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. 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), 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

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PIU’ CITATI:

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 http://www.tandfonline.com/loi/hjcd20#cited http://www.tandfonline.com/doi/full/10.1080/15248372.2011.563487