Grazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. (2018). The relation between emotion understanding and theory of mind in children aged 3 to 8: The key role of language. FRONTIERS IN PSYCHOLOGY, 9, 1-10.

Caprin, C., Benedan, L., Ballarin, L., & Gallace, A. (2017). Social competence in Russian post-institutionalized children: A comparison of adopted and non-adopted children. CHILDREN AND YOUTH SERVICES REVIEW, 75, 61-68.

Tobia, V., Riva, P., & Caprin, C. (2017). Who Are the Children Most Vulnerable to Social Exclusion? The Moderating Role of Self-Esteem, Popularity, and Nonverbal Intelligence on Cognitive Performance Following Social Exclusion. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY, 45(4), 789-801.

Caprin, C., Marzocchi, G.M., Morrone, R., Pozzetti, T., Spinelli, M., Gangi, S., et al. (2017). Una indagine sui legami fra sviluppo delle funzioni esecutive e delle abilità sintattiche a tre anni in bambini prematuri e a termine.. Intervento presentato a: VIII Edizione CLASTA, Padova.

Caprin, C., Ornaghi, V., Giustarini, E., Ottoboni, F., Corti, E., & Grazzani, I. (2017). Preschoolers’ prosocial behavior and its relation with language and socio-emotional abilities. In 18th European Conference on Developmental Psychology: Book of Abstract (pp.453-454).