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ARTICLES

The Role of Language Games in Children's Understanding of Mental States: A Training Study

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Pages 239-259 | Published online: 09 May 2011

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Mirjam Kalland & Tanja Linnavalli. (2023) Associations Between Social-Emotional and Language Development in Preschool Children. Results from a Study Testing the Rationale for an Intervention. Scandinavian Journal of Educational Research 67:5, pages 791-804.
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Fernando Nicolás Stella, Verónica Adriana Ramírez & Eliana Ruetti. (2022) Individual Differences in Emotional Appraisal during Development: Analysis of the Role of Age, Gender, and Appraisal Accuracy. The Journal of Genetic Psychology 183:1, pages 9-22.
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A. N. Veraksa, M. N. Gavrilova & F. Pons. (2020) The impact of classroom quality on young children's emotion understanding. European Early Childhood Education Research Journal 28:5, pages 690-700.
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Astrid Wirth, Simone C. Ehmig, Nadja Drescher, Sabrina Guffler & Frank Niklas. (2020) Facets of the Early Home Literacy Environment and Children’s Linguistic and Socioemotional Competencies. Early Education and Development 31:6, pages 892-909.
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Valeria Cavioni, Ilaria Grazzani, Veronica Ornaghi, Alessandro Pepe & Francisco Pons. (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 21:3, pages 406-424.
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Antonia Lonigro, Emiddia Longobardi & Fiorenzo Laghi. (2020) Narrative and persuasive texts written by pupils across primary school. European Journal of Developmental Psychology 17:2, pages 179-198.
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Emiddia Longobardi, Pietro Spataro & Clelia Rossi-Arnaud. (2019) Direct and Indirect Associations of Empathy, Theory of Mind, and Language with Prosocial Behavior: Gender Differences in Primary School Children. The Journal of Genetic Psychology 180:6, pages 266-279.
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Francisco Pons, Marta Giménez-Dasí, Marie-France Daniel, Emmanuèle Auriac-Slusarczyk, Nicoletta Businaro & Karine Viana. (2019) Impact of a low-cost classroom dialogue-based intervention on preschool children’s emotion understanding. European Early Childhood Education Research Journal 27:5, pages 630-646.
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Veronica Ornaghi, Elisa Brazzelli, Ilaria Grazzani, Alessia Agliati & Maria Lucarelli. (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, pages 396-414.
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Emiddia Longobardi, Pietro Spataro, Marta D’Alessandro & Rita Cerutti. (2017) Temperament Dimensions in Preschool Children: Links With Cognitive and Affective Theory of Mind. Early Education and Development 28:4, pages 377-395.
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Ilaria Grazzani, Veronica Ornaghi & Jens Brockmeier. (2016) Conversation on mental states at nursery: Promoting social cognition in early childhood. European Journal of Developmental Psychology 13:5, pages 563-581.
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Francesca Cozzani, Mirella Zanobini & Maria Carmen Usai. (2016) Promoting Language and Executive Function in Educational Settings: The Drežančić Method. Early Education and Development 27:6, pages 770-787.
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Emiddia Longobardi, Pietro Spataro & Clelia Rossi-Arnaud. (2016) Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology 13:4, pages 424-438.
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S. Beazley & H. Chilton. (2015) The Voice of the Practitioner: Sharing Fiction Books to Support the Understanding of Theory of Mind in Deaf Children. Deafness & Education International 17:4, pages 231-240.
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Ada Cigala, Arianna Mori & Francesca Fangareggi. (2015) Learning others' point of view: perspective taking and prosocial behaviour in preschoolers. Early Child Development and Care 185:8, pages 1199-1215.
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Elizabeth King & Karen La Paro. (2015) Teachers’ Language in Interactions: An Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms. Early Education and Development 26:2, pages 245-263.
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Francisco Pons, Marc de Rosnay, Patrick K. Bender, Pierre-André Doudin, Paul L. Harris & Marta Giménez-Dasí. (2014) The Impact of Abuse and Learning Difficulties on Emotion Understanding in Late Childhood and Early Adolescence. The Journal of Genetic Psychology 175:4, pages 301-317.
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Veronica Ornaghi & Ilaria Grazzani. (2013) The relationship between emotional-state language and emotion understanding: A study with school-age children. Cognition and Emotion 27:2, pages 356-366.
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Articles from other publishers (67)

Kristen Secora & Tara Moore. (2023) Speech-Language Pathologists' Implementation of Theory of Mind Concepts Within Therapy: An Exploratory Survey. Perspectives of the ASHA Special Interest Groups 8:6, pages 1287-1303.
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