Serena Lecce
Serena Lecce
Departimento di Scienze del Sistema Nervoso e del Comportamento, University of Pavia
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Longitudinal effects of theory of mind on later peer relations: the role of prosocial behavior.
M Caputi, S Lecce, A Pagnin, R Banerjee
Developmental psychology 48 (1), 257, 2012
Promoting theory of mind during middle childhood: A training program
S Lecce, F Bianco, RT Devine, C Hughes, R Banerjee
Journal of experimental child psychology 126, 52-67, 2014
Theory of Mind in aging: Comparing cognitive and affective components in the faux pas test
S Bottiroli, E Cavallini, I Ceccato, T Vecchi, S Lecce
Archives of gerontology and geriatrics 62, 152-162, 2016
“Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends
C Hughes, S Lecce, C Wilson
Cognition and Emotion 21 (2), 330-350, 2007
Reading minds: The relation between children’s mental state knowledge and their metaknowledge about reading
S Lecce, S Zocchi, A Pagnin, P Palladino, M Taumoepeau
Child Development 81 (6), 1876-1893, 2010
Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?
S Lecce, M Caputi, C Hughes
Journal of experimental child psychology 110 (3), 313-331, 2011
Relations between theory of mind and executive function in middle childhood: A short-term longitudinal study
S Lecce, F Bianco, RT Devine, C Hughes
Journal of experimental child psychology 163, 69-86, 2017
Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism
S Lecce, M Caputi, A Pagnin
European Journal of Developmental Psychology 11 (3), 305-318, 2014
Cooperation and conversations about the mind: A study of individual differences in 2‐year‐olds and their siblings
C Hughes, KK Fujisawa, R Ensor, S Lecce, R Marfleet
British Journal of Developmental Psychology 24 (1), 53-72, 2006
Beyond false belief: Theory of mind in young, young-old, and old-old adults
E Cavallini, S Lecce, S Bottiroli, P Palladino, A Pagnin
The International Journal of Aging and Human Development 76 (3), 181-198, 2013
The Italian job?: Comparing theory of mind performance in British and Italian children
S Lecce, C Hughes
British Journal of Developmental Psychology 28 (4), 747-766, 2010
Risk perception in a real-world situation (COVID-19): how it changes from 18 to 87 years old
A Rosi, FT Van Vugt, S Lecce, I Ceccato, M Vallarino, F Rapisarda, ...
Frontiers in psychology 12, 646558, 2021
Conversations about mental states and theory of mind development during middle childhood: A training study
F Bianco, S Lecce, R Banerjee
Journal of Experimental Child Psychology 149, 41-61, 2016
Lost in translation? Comparing British, Japanese, and Italian children’s theory-of-mind performance
C Hughes, RT Devine, R Ensor, M Koyasu, A Mizokawa, S Lecce
Child Development Research 2014, 2014
Training preschoolers on first‐order false belief understanding: Transfer on advanced ToM skills and metamemory
S Lecce, F Bianco, P Demicheli, E Cavallini
Child Development 85 (6), 2404-2418, 2014
Interpreting physical and mental metaphors: Is Theory of Mind associated with pragmatics in middle childhood?
S Lecce, L Ronchi, P Del Sette, L Bischetti, V Bambini
Journal of child language 46 (2), 393-407, 2019
Theory of mind and school achievement: The mediating role of social competence
S Lecce, M Caputi, A Pagnin, R Banerjee
Cognitive Development 44, 85-97, 2017
Theory of mind and social relationships in older adults: The role of social motivation
S Lecce, I Ceccato, F Bianco, A Rosi, S Bottiroli, E Cavallini
Aging & Mental Health 21 (3), 253-258, 2017
Training older adults on Theory of Mind (ToM): Transfer on metamemory
S Lecce, S Bottiroli, F Bianco, A Rosi, E Cavallini
Archives of Gerontology and Geriatrics 60 (1), 217-226, 2015
Promoting theory of mind in older adults: does age play a role?
A Rosi, E Cavallini, S Bottiroli, F Bianco, S Lecce
Aging & mental health 20 (1), 22-28, 2016
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