Lagattuta, K. H. (2014). Children and emotion: New insights into developmental affective science.
Lagattuta, K. H. Investigating children’s beliefs about optimism and hope. To appear in L. Bormans (Ed.), The world book of hope. Belgium: Lannoo Publishers.
Lagattuta, K. H., Kramer, H. J., Kennedy, K., Hjortsvang, K., Goldfarb, D., & Tashjian, S. (2015). Beyond Sally’s missing marble: Further development in children’s understanding of mind and emotion in middle childhood. Advances in Child Development and Behavior, 48, 185-217.
Kennedy, K. K., Lagattuta, K. H., & Sayfan, L. (2015). Sibling composition, executive function, and children’s thinking about mental diversity in middle childhood. Journal of Experimental Child Psychology, 132, 121-139.
Kramer, H. J., Lagattuta, K. H., & Sayfan, L. (2015). Why is happy-sad more difficult? Focal emotional information impairs inhibitory control in children and adults. Emotion, 15, 61-72.
Weller, D., & Lagattuta, K. H. (2014). Children’s judgments about prosocial decisions and emotions: Gender of the helper and recipient matters. Child Development, 85, 2011-2028.
Lagattuta, K. H. (2014). Linking past, present, and future: Children's ability to connect mental states and emotions across time. Child Development Perspectives, 8, 90-95.
Lagattuta, K. H. (2014). Theory of mind. In D. C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (810-813). Los Angeles, CA: Sage.
Lagattuta, K. H. (2014). Integrated approaches to studying the development of emotion. In K. H. Lagattuta(Ed.), Children and emotion: New insights into developmental affective science (vii-ix). Switzerland: Karger.
Lagattuta, K. H., Hjortsvang, K., & Kennedy, K. K. (2014). Theory of mind and academic competence during early childhood: Emotion understanding, relationships, and learning from others. To appear in O. Saracho & B. Spodek (Eds.), Contemporary perspectives on research in theories of mind in early childhood education (245-268). Charlotte, North Carolina: Information Age Publishers.
Lagattuta, K. H., & Weller, D. (2014). Interrelations between theory of mind and morality: A developmental perspective. In M. Killen & J. Smetana (Eds.), Handbook of moral development (2nd edition, 385-407). New York, NY: Psychology Press.
Lagattuta, K. H., Sayfan, L, & Harvey, C. (2014). Beliefs about thought probability: Evidence for persistent errors in mindreading and links to executive control. Child Development, 85, 659-674.
Lagattuta, K. H., & Sayfan, L. (2013). Not all past events are equal: Biased attention and emerging heuristics in
children’s past-to-future forecasting. Child Development, 84, 2094-2111.
Weller, D., & Lagattuta, K. H. (2013). Helping the in group feels better: Children’s judgments and emotion attributions in response to prosocial dilemmas. Child Development, 84, 253-268.
Lagattuta, K. H., Sayfan, L., & Bamford, C. (2012). Do you know how I feel? Parents underestimate worry and overestimate optimism compared to child self-report. Journal of Experimental Child Psychology, 113, 211-232.
Bamford, C.M., & Lagattuta, K. H. (2012). Looking on the bright side: Children's knowledge about the benefits of positive versus negative thinking. Child Development, 83, 667-682.
Lagattuta, K.H., & Sayfan, L. (2011). Developmental changes in children’s understanding of future likelihood and uncertainty. Cognitive Development: Special Issue on Future Episodic Thinking, 26, 315-330.
Lagattuta, K. H., Sayfan, L., & Monsour, M. (2011). A new measure for assessing executive function across a wide age range: Children and adults find happy-sad more difficult than day-night. Developmental Science, 14, 481-489.
Lagattuta, K.H., Sayfan, L., & Blattman, A. (2010). Forgetting common ground: Six- to 7-year-olds have an overinterpretive theory of mind. Developmental Psychology, 46, 1417-1432.
Lagattuta, K. H., Nucci, L., & Bosacki, S. (2010). Bridging theory of mind and the personal domain: Children’s reasoning about resistance to parental control. Child Development, 81, 616-635.
Bamford, C., & Lagattuta, K.H. (2010). A new look at children’s understanding of mind and emotion: The case of prayer. Developmental Psychology, 46, 78-92.
Sayfan, L., & Lagattuta, K.H. (2009). Scaring the monster away: What children know about managing fears of real and imaginary creatures. Child Development, 80, 1756-1774.
Amsterlaw, J., Lagattuta, K. H., & Meltzoff, A. (2009). Young children's beliefs about the effects of emotional and physiological states on cognitive performance. Child Development, 80, 115-133.
Sayfan, L., & Lagattuta, K.H. (2008). Grownups are not afraid of scary stuff, but kids are: Young children’s and adults’ understanding of children’s, infants’, and adults’ fears. Child Development, 79, 821-835.
La Bounty, J., Wellman, H. M., Olson, S., Lagattuta, K. H., & Liu, D. (2008). Mothers' and fathers' use of internal state language. Social Development, 17, 757-775.
Lagattuta, K. H. (2008). Young children's knowledge about the influence of thoughts on emotions in rule situations. Developmental Science, 11, 809-818.
Lagattuta, K.H. (2007). Thinking about the future because of the past: Young children’s knowledge about the causes of worry and preventative decisions. Child Development, 78, 1492-1509.
Lagattuta, K.H., & Thompson, R. A. (2007). The development of self-conscious emotions: Cognitive processes and social influences. In J.L. Tracy, R.W. Robins, & J. P. Tangney (Eds.), The self-conscious emotions: Theory and research (pp. 91-113). New York: Guilford.
Thompson, R., & Lagattuta, K.H. (2006). Feeling and understanding: Early emotional Development (pp. 317-338). In K. McCartney & D. Phillips (Eds.), Blackwell handbook of early childhood development. Malden, MA: Blackwell Publishing.
Lagattuta, K.H. (2005). When you shouldn’t do what you want to do: Young children’s understanding of desires, rules, and emotions. Child Development, 76, 713-733.
Tracy, J., Robins, R., & Lagattuta, K. H. (2005). Can children recognize pride? Emotion, 5, 251-257.
Wellman, H.M., & Lagattuta, K.H. (2004). Theory of mind for learning and teaching: The nature and role of explanation. Cognitive Development, 19, 479-497.
Wellman, H. M., Baron-Cohen, S., Caswell, R., Gomez, J. C., Swettenham, J., Toye, E., & Lagattuta, K. H. (2002). Using thought bubbles helps children with autism acquire an alternative to a theory of mind. Autism, 6, 343-364.
Lagattuta, K. H., & Wellman, H. M. (2002). Differences in early parent-child conversations about negative versus positive emotions: Implications for the development of psychological understanding. Developmental Psychology, 38, 564-580.
Lagattuta, K. H., & Wellman, H. M. (2001). Thinking about the past: Young children’s knowledge about links between past events, thinking, and emotion. Child Development, 72, 82-102.
Wellman, H.M., & Lagattuta, K. H. (2000). Developing understandings of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience, second edition. Oxford, UK: Oxford University Press.
Lagattuta, K. H., Wellman, H. M., & Flavell, J. H. (1997). Preschoolers’ understanding of the link between thinking and feeling: Cognitive cuing and emotional change. Child Development, 68, 1081-1104.
Lagattuta, K.H. (2008). On deontic reasoning and theory of mind. Human Development, Letters to the Editor, Published online May 7, 2008: www.karger.com/journals/hde.
Thompson, R., Lagattuta, K. H., & Rivera, S. R. (2005). Work skill development and early childhood investment. California Department of Social Services.