Universidad Complutense de Madrid-ko ikertzaileekin lankidetzan egindako argitalpenak (9)

2024

  1. Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation

    Early Education and Development, Vol. 35, Núm. 3, pp. 615-627

2022

  1. La comprensión asíncrona de las emociones básicas: un estudio longitudinal con niños de 3 a 5 años

    Psicología educativa, Vol. 28, Núm. 1, pp. 71-79

  2. Spanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledge

    Social Development, Vol. 31, Núm. 3, pp. 513-529

2021

  1. Longitudinal effects of the pandemic and confinement on the anxiety levels of a sample of spanish children in primary education

    International Journal of Environmental Research and Public Health, Vol. 18, Núm. 24

  2. Longitudinal evidence for an emotion-action lag on desire: The role of emotional understanding

    Cognitive Development, Vol. 59

2020

  1. Six Weeks of Confinement: Psychological Effects on a Sample of Children in Early Childhood and Primary Education

    Frontiers in Psychology, Vol. 11

  2. The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years

    International Journal of Behavioral Development, Vol. 44, Núm. 3, pp. 236-245

  3. The relationship between emotion regulation and emotion knowledge in preschoolers: A longitudinal study

    International Journal of Environmental Research and Public Health, Vol. 17, Núm. 16, pp. 1-12

2019

  1. The role of language in the relationship between emotion comprehension and theory of mind in preschool children

    International Journal of Emotional Education, Vol. 11, Núm. 1, pp. 169-176