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Serena Lecce

Bio: Serena Lecce is an academic researcher from University of Pavia. The author has contributed to research in topics: Theory of mind & Psychology. The author has an hindex of 21, co-authored 65 publications receiving 1472 citations.


Papers
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Journal ArticleDOI
TL;DR: Following children across the transition to primary school supported the authors' mediational hypothesis of indirect paths from early theory of mind to subsequently lower peer rejection and higher peer acceptance, via improvements in prosocial behavior.
Abstract: Children's peer relations represent a key aspect of school adjustment. However, little is known about their social-cognitive precursors. To address this gap, the authors followed 70 children across the transition to primary school. At Time 1 (age 5), Time 2 (age 6), and Time 3 (age 7), children were assessed on their theory of mind, prosocial behavior, and verbal ability. In addition, at Time 2 and at Time 3, the authors gathered peer nominations. Results supported the authors' mediational hypothesis of indirect paths from early theory of mind to subsequently lower peer rejection and higher peer acceptance, via improvements in prosocial behavior. The authors discuss implications of these longitudinal effects for the understanding of the impact of social-cognitive achievements for children's developing social relations

295 citations

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TL;DR: A conversation-based training program for 9- and 10-year-olds showed significantly greater gains in ToM than the control group; this contrast was stable over 2 months, and (in a subsample) the improvement was independent of any changes in executive functions.

103 citations

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TL;DR: Mediation analyses showed that, independent of verbal ability and social skills, sensitivity to criticism at Time 2 mediated the association between theory of mind at Time 1 and academic achievement at Time 3.

93 citations

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TL;DR: The view of selective age-related differences on cognitive, but not affective, ToM in normal aging is supported by a dissociable pattern of correlations with executive functions.

86 citations

Journal ArticleDOI
TL;DR: A significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading is shown and close links between different aspects of children's knowledge about the mind are suggested.
Abstract: The relation between children’s mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and by investigating older children (N = 71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children’s knowledge about the mind.

85 citations


Cited by
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Journal Article

4,293 citations

01 Mar 1999

3,234 citations

21 Jun 2010

1,966 citations

Journal ArticleDOI
TL;DR: Evidence from neuroimaging, psychophysiological studies, and related fields are reviewed to argue for the development of a second-person neuroscience, which will help neuroscience to really “go social” and may also be relevant for the understanding of psychiatric disorders construed as disorders of social cognition.
Abstract: In spite of the remarkable progress made in the burgeoning field of social neuroscience, the neural mechanisms that underlie social encounters are only beginning to be studied and could-paradoxically-be seen as representing the "dark matter" of social neuroscience. Recent conceptual and empirical developments consistently indicate the need for investigations that allow the study of real-time social encounters in a truly interactive manner. This suggestion is based on the premise that social cognition is fundamentally different when we are in interaction with others rather than merely observing them. In this article, we outline the theoretical conception of a second-person approach to other minds and review evidence from neuroimaging, psychophysiological studies, and related fields to argue for the development of a second-person neuroscience, which will help neuroscience to really "go social"; this may also be relevant for our understanding of psychiatric disorders construed as disorders of social cognition.

1,022 citations

Journal ArticleDOI
TL;DR: This work provides an operational definition of social interaction and shows that interactive processes are more than a context for social cognition: they can complement and even replace individual mechanisms.

697 citations