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Edited Book

Lagattuta, K. H. (2014).  Children and emotion:  New insights into developmental affective science.

Switzerland:  Karger.


In Press

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.


Online Publications

Lagattuta, K.H. (2008).  On deontic reasoning and theory of mind.  Human Development, Letters to the Editor, Published online May 7, 2008:

Government Publications


Thompson, R., Lagattuta, K. H., & Rivera, S. R. (2005). Work skill development and early childhood investment.  California Department of Social Services.

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