Publications

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Books

  • Devine, R. & Lecce, S. (Eds.) (2021). Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. Psychology Press
  • Lecce, S., Cavallini, E., & Ceccato, I. (2019). Promuovere la Teoria della Mente nell’anziano. Un programma di intervento per la comprensione dell’altro [Promoting theory of mind in elderly people. An intervention program. Milano, Franco Angeli.
  • Lecce, S., & Bianco, F. (2018). Mettiti nei miei panni. Programma per promuovere l’empatia e le relazioni sociali con la teoria della mente - scuola primaria [Put yourself in my shoes. An intervention program to promote theory of mind in primary school]. Trento, Erickson
  • Lecce, S., Cavallini, E., & Pagnin, A. (2010). La teoria della mente nell’arco di vita [Theory of mind across life span]. Bologna, Il Mulino.
  • Lecce, S., & Pagnin, A. (2007). Il lessico psicologico: la teoria della mente nella vita quotidiana [Mental state talk: theory of mind in real life]. Bologna, Il Mulino


Scientific Articles

2024

2023

  • Lampis, V., Mascheretti, S., Cantiani, C., Riva, V., Lorusso, M. L., Lecce, S., Molteni, M., Antonietti, A., Giorgetti, M. (2023). Long-lasting effects of changes in daily routine during the pandemic-related lockdown on pre-schoolers language and social-emotional development: a moderation analysis. Children, 10, 656, doi: 10.3390/children1004065
  • Bosacki, S., Talwar, V., & Lecce, S. (2023). Critical Review: Secondary School Climate and Adolescents’ Emotional Well-Being. Adolescents, 3, 508–523. doi:10.3390/adolescents3030036



2022

  • Rapisarda, F., Vallarino, M., Rosi, A., Florkin, A., Ceccato, I., Lecce, S., van Vugt, F. T., Briand, C., & Cavallini, E. (2022). Older adults’ subjective experiences of the COVID-19 outbreak and lockdown in Italy: a qualitative studyAging and Mental Health. doi: 10.1080/13607863.2022.2087208

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Book Chapters

  • Lecce, S. & Devine, R. (in press). Social interaction in early and middle childhood: The Role of Theory of Mind. In H. J.  Ferguson, V. Brunsdon, & E. Bradford (Eds.), The Cognitive Basis of Social Interaction across the Lifespan. Oxford University Press
  • Lecce, S., & Bianco, F. (2016). Training of theory of mind in school aged children: The effect of intervention. In Theory of mind as the basis of development: Understanding education, childcare, and autism, pp.143-159. Mineruva Shobo. [in Japanese]
  • Pinto, G., & Lecce, S. (2012). Essere fratelli, vedersi fratelli [Being siblings, see each other as siblings]. In Mori C. (Eds.), Scenari dei legami fraterni. Le Lettere, pp. 97-117.
  • Hughes, C., & Lecce, S. (2010). Early social cognition. In: Tremblay R.E., Barr R.G., Peters R. De V., Boivin M., (Eds.), Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2010:1-6. http://www.child-encyclopedia.com/documents/Hughes-LecceANGxp.pdf
  • Lecce, S., Caputi, M., & Pagnin, A. (2010). La ToM come risorsa per la socializzazione in classe [ToM as a resource for socializing in the classroom]. In E. Baumgartner (Eds.), Gli Esordi della Competenza Emotiva. Strumenti di Studio e di Valutazione. LED, pp. 105-128.
  • Lecce, S., Zocchi, S., & Pagnin, A. (2008). Il TEC: un’indagine longitudinale [The TEC: a longitudinal study]. In O. Albanese e P. Molina (Eds.), Lo sviluppo della comprensione delle emozioni e la sua valutazione. La standardizzazione italiana del Test di Comprensione delle Emozioni (TEC). Edizioni Unicopli, Torino, pp. 183-188.
  • Pinto, G., Bombi, A. S., Cannoni, E., & Lecce, S. (2007). Psychometric bases. In A. S. Bombi, G. Pinto, & E. Cannoni. Pictorial Assessment of Interpersonal Relationships (PAIR). An analytic system for understanding children’s drawings. Florence, Florence University Press, pp. 9-22.
  • Lecce, S., Palladino, P., & Pagnin A. (2007). Theory of mind and metacomprehension: which relationship?. In O. Liverta Sempio, A. Marchetti e A. Valle (Eds.), Intersubjectivity, Metacognition and Theory of Mind. Pubblicazioni ISU Università Cattolica, Milano, pp. 147-149.