Ilaria Grazzani

TL;DR: The training group outperformed the control group on emotion comprehension, theory of mind, and empathy, and the positive training outcomes for emotion understanding remained stable over 6 months.

TL;DR: Investigating whether training preschool children in the active use of emotional state talk plays a significant role in bringing about greater understanding of emotion terms and improved emotion comprehension finds that the experimental group outperformed the control group in the understanding of inner state language and in the comprehension of emotion.

TL;DR: This paper investigated the relationship between mental-state language and theory of mind in primary school children and found that children's comprehension of metacognitive language was the variable which best explained children's performance on both false belief tasks and an emotion comprehension test when verbal ability and age were controlled for.

TL;DR: This paper investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM), and prosocial orientation in preschoolers, and found that the training group outperformed the control group in emotion comprehension, even after controlling for gains in verbal ability.

TL;DR: In this paper, the authors adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2- to 3-year-old children.