Citations (52)
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Federica Bianco, Elisabetta Lombardi, Serena Lecce, Antonella Marchetti, Davide Massaro, Annalisa Valle & Ilaria Castelli. (2021) Supporting Children’s Second-order Recursive Thinking and Advanced ToM Abilities: A Training Study. Journal of Cognition and Development 22:4, pages 561-584.
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Simona Scaini, Marcella Caputi, Anna Ogliari & Annalisa Oppo. (2020) The Relationship Among Attributional Style, Mentalization, and Five Anxiety Phenotypes in School-Age Children. Journal of Research in Childhood Education 34:4, pages 551-565.
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Sandra Bosacki, Flavia Pissoto Moreira, Valentina Sitnik, Katherine Andrews & Victoria Talwar. (2020) Theory of Mind, Self-Knowledge, and Perceptions of Loneliness in Emerging Adolescents. The Journal of Genetic Psychology 181:1, pages 14-31.
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Henry M. Wellman. (2018) Theory of mind: The state of the art
. European Journal of Developmental Psychology 15:6, pages 728-755.
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Marcella Caputi, Giuseppe Pantaleo & Simona Scaini. (2017) Do Feelings of Loneliness Mediate the Relationship between Sociocognitive Understanding and Depressive Symptoms During Late Childhood and Early Adolescence?. The Journal of Genetic Psychology 178:4, pages 207-216.
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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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Ai Mizokawa & Serena Lecce. (2017) Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children. European Journal of Developmental Psychology 14:2, pages 159-171.
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Serena Lecce, Marcella Caputi & Adriano Pagnin. (2015) False-belief understanding at age 5 predicts beliefs about learning in year 3 of primary school. European Journal of Developmental Psychology 12:1, pages 40-53.
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Articles from other publishers (44)
Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel & Christopher Osterhaus. (2024) Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. Journal of Experimental Child Psychology 239, pages 105806.
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Sandra Bosacki, Victoria Talwar & Melisa Castellanos. (2023) Longitudinal Exploration of Mindreading and Self-Conscious Emotions in Early Adolescents. Psychological Studies 68:3, pages 342-358.
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Marcella Caputi & Sandra Bosacki. (2022) The Role of Gender in the Relation Among Anxiety, Theory of Mind, and Well-Being in Early Adolescents. The Journal of Early Adolescence 43:7, pages 845-866.
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Kasım YILDIRIM, Seçkin GÖK & Kahraman KILIÇ. (2023) Zihin Kuramı: İlkokul Düzeyinde Okuma Becerisini Oluşturan Bilişsel Bileşenleri DeğerlendirmeTheory of Mind: Assessment of Underlying Cognitive Components of Reading in Elementary School Grades. Okuma Yazma Eğitimi Araştırmaları 11:1, pages 25-43.
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Shutao Wang & Demei Zhang. (2023) The loss outweighs the gain: teacher criticism as a moderator in the relations between pathological internet use, learning maladaptation, and academic performance. European Journal of Psychology of Education.
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Theodoros Marinis, Maria Andreou, Dafni Vaia Bagioka, Franziska Baumeister, Christiane Bongartz, Anna Czypionka, Angelika Golegos, Eleni Peristeri, Vasileia Skrimpa, Stephanie Durrleman & Arhonto Terzi. (2023) Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind. Frontiers in Language Sciences 1.
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Irene Polo-Blanco, Paula Suárez-Pinilla, Juncal Goñi-Cervera, Marta Suárez-Pinilla & Beatriz Payá. (2022) Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile. Journal of Autism and Developmental Disorders.
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Daniela Kloo, Christopher Osterhaus, Susanne Kristen‐Antonow & Beate Sodian. (2022) The impact of theory of mind and executive function on math and reading abilities: A longitudinal study. Infant and Child Development 31:6.
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Yang Wu, Xiping Liu, Shengnan Zhang & Rubo Zhong. (2022) Training College Students with Hearing Loss in Theory of Mind. The Journal of Deaf Studies and Deaf Education 27:4, pages 423-433.
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Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki & Paweł Grygiel. (2022) Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. Research in Developmental Disabilities 127, pages 104261.
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Mariya Nikolayev, Anya S. Evmenova, Stephanie M. Reich, Kevin A. Clark & M. Susan Burns. (2022) Teaching Preschoolers Theory of Mind Skills With Mobile Games. Frontiers in Education 7.
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Carol Westby. (2022) Comprehending Multiple Texts. Word of Mouth 33:4, pages 9-12.
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Lihua ZHAO, Yunmei YANG & Jing LI. (2022) The relationship between children’s reading and theory of mind. Advances in Psychological Science 30:1, pages 65-76.
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Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel & Maciej Karwowski. (2022) School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind. Learning and Individual Differences 93, pages 102111.
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Nao Fujita, Rory T. Devine & Claire Hughes. (2022) Theory of mind and executive function in early childhood: A cross-cultural investigation. Cognitive Development 61, pages 101150.
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Serena Lecce & Rory T. Devine. (2021) Theory of mind at school: Academic outcomes and the influence of the school context. Infant and Child Development 31:1.
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Burcu KILIÇ TÜLÜ & Cevriye ERGÜL. (2021) 3-5 Yaş Grubu Çocuklara Yönelik Zihin Kuramı Testi: Geçerlik Güvenirlik Çalışması. Eğitim Bilimleri Dergisi.
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Joanna Smogorzewska & Christopher Osterhaus. (2021) Advanced theory of mind in children with mild intellectual disability and deaf or hard of hearing children: A two‐year longitudinal study in middle childhood. British Journal of Developmental Psychology 39:4, pages 603-624.
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Siba Ghrear, Adam Baimel, Taeh Haddock & Susan A. J. Birch. (2021) Are the classic false belief tasks cursed? Young children are just as likely as older children to pass a false belief task when they are not required to overcome the curse of knowledge. PLOS ONE 16:2, pages e0244141.
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Serena Lecce, Federica Bianco & Claire Hughes. (2021) Reading minds and reading texts: Evidence for independent and specific associations. Cognitive Development 57, pages 101010.
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Mariia Pronina, Iris Hübscher, Judith Holler & Pilar Prieto. (2021) Interactional training interventions boost children’s expressive pragmatic abilities: evidence from a novel multidimensional testing approach. Cognitive Development 57, pages 101003.
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Christopher Osterhaus, Diane L. Putnick, Susanne Kristen‐Antonow, Daniela Kloo, Marc H. Bornstein & Beate Sodian. (2020) Theory of Mind and diverse intelligences in 4‐year‐olds: Modelling associations of false beliefs with children’s numerate‐spatial, verbal, and social intelligence. British Journal of Developmental Psychology 38:4, pages 580-593.
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Hiromi Tsuji. (2020) Perspective‐shifting discourse training to improve young Japanese children's understanding of theory of mind. Infant and Child Development 29:4.
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Susanne Ebert. (2020) Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology 191, pages 104739.
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Elena Florit, Pietro De Carli, Giuditta Giunti & Lucia Mason. (2020) Advanced theory of mind uniquely contributes to children’s multiple-text comprehension. Journal of Experimental Child Psychology 189, pages 104708.
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Paul Deane, Swapna Somasundaran, René R. Lawless, Hilary Persky & Colleen Appel. (2019) The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative. ETS Research Report Series 2019:1, pages 1-78.
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Elisabetta Conte, Veronica Ornaghi, Ilaria Grazzani, Alessandro Pepe & Valeria Cavioni. (2019) Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model. Frontiers in Psychology 10.
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Markus Paulus. 2019. Psychologie für den Lehrberuf. Psychologie für den Lehrberuf
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Ai Mizokawa. (2018) Association Between Children’s Theory of Mind and Responses to Insincere Praise Following Failure. Frontiers in Psychology 9.
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Daniel G. Derksen, Michelle C. Hunsche, Megan E. Giroux, Deborah A. Connolly & Daniel M. Bernstein. (2018) A Systematic Review of Theory of Mind’s Precursors and Functions. Zeitschrift für Psychologie 226:2, pages 87-97.
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Helen DemetriouHelen Demetriou. 2018. Empathy, Emotion and Education. Empathy, Emotion and Education
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Serena Lecce, Federica Bianco, Rory T. Devine & Claire Hughes. (2017) Relations between theory of mind and executive function in middle childhood: A short-term longitudinal study. Journal of Experimental Child Psychology 163, pages 69-86.
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Serena Lecce, Marcella Caputi, Adriano Pagnin & Robin Banerjee. (2017) Theory of mind and school achievement: The mediating role of social competence. Cognitive Development 44, pages 85-97.
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Susanne Ebert, Candida Peterson, Virginia Slaughter & Sabine Weinert. (2017) Links among parents’ mental state language, family socioeconomic status, and preschoolers’ theory of mind development. Cognitive Development 44, pages 32-48.
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Amy A. Weimer, Susan J. Parault Dowds, William V. Fabricius, Paula J. Schwanenflugel & Go Woon Suh. (2017) Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior. Journal of Experimental Child Psychology 154, pages 28-45.
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Rebecca-Lee Kuhnert, Sander Begeer, Elian Fink & Marc de Rosnay. (2017) Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study. Journal of Experimental Child Psychology 154, pages 13-27.
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Kathrin Lockl, Susanne Ebert & Sabine Weinert. (2017) Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. Learning and Individual Differences 53, pages 93-102.
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Federica Bianco & Serena Lecce. (2016) Translating child development research into practice: Can teachers foster children's theory of mind in primary school?. British Journal of Educational Psychology 86:4, pages 592-605.
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Emil Holmer, Mikael Heimann & Mary Rudner. (2016) Theory of Mind and Reading Comprehension in Deaf and Hard-of-Hearing Signing Children. Frontiers in Psychology 7.
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Elian Fink, Sander Begeer, Candida C. Peterson, Virginia Slaughter & Marc de Rosnay. (2015) Friendlessness and theory of mind: A prospective longitudinal study. British Journal of Developmental Psychology 33:1, pages 1-17.
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Serena Lecce, Patrizia Demicheli, Silvia Zocchi & Paola Palladino. (2015) The origins of children’s metamemory: The role of theory of mind. Journal of Experimental Child Psychology 131, pages 56-72.
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Ai Mizokawa. (2015) Theory of Mind and Sensitivity to Teacher and Peer Criticism Among Japanese Children. Infant and Child Development 24:2, pages 189-205.
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Serena Lecce, Federica Bianco, Rory T. Devine, Claire Hughes & Robin Banerjee. (2014) Promoting theory of mind during middle childhood: A training program. Journal of Experimental Child Psychology 126, pages 52-67.
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Serena Lecce, Federica Bianco, Patrizia Demicheli & Elena Cavallini. (2014) Training Preschoolers on First-Order False Belief Understanding: Transfer on Advanced ToM Skills and Metamemory. Child Development, pages n/a-n/a.
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