Francisco Pons

• Piulats, Francisco Maria Pons; Gavrilova, Margarita & Veraksa, Aleksander (2026). Impact of the COVID-19 lockdown on the development of emotion understanding of children living in a Eurasian collectivistic society (Russia). Frontiers in Developmental Psychology. 4. doi: 10.3389/fdpys.2026.1956317. Full text in Research Archive Show summary

  Background The impact of culture on the development of children's emotion understanding has become an increasingly prominent focus of research. However, one fundamental dimension of culture has so far been almost completely overlooked in this field: history. Objective In this study, we aimed to investigate the potential impact of a major dramatic historical event, the COVID-19 lockdown, on emotion understanding in children living in a Eurasian collectivist society (Russia). Specifically, we asked whether the lockdown influenced children's emotion understanding development and, if so, whether this influence was positive or negative. Design The present study examined the one-year development of emotion understanding in children who experienced a six-month total COVID-19 lockdown (Pandemic sample), compared with children who did not experienced such a lockdown (Control sample). Both samples were community samples of 5–6-year-old children from middle-SES families, drawn from the same city and preschools and matched on age, sex, non-verbal intelligence (Raven), and mother tongue ( N = 673 in total). Children in both samples were assessed twice (at ages 5; 6 and 6; 6 years) for their understanding of a wide range of emotional components using the Russian version of the Test of Emotion Comprehension. Results The lockdown was negatively associated with children's one-year development of emotion understanding. Although children in both samples made developmental gains, improvement in the Control sample was substantial and consistent with typical developmental trajectories, whereas gains in the Pandemic sample were minimal and almost stagnant by comparison. Discussion A possible explanation for these findings is that the lockdown disrupted the virtuous circle between children's emotion understanding and their social interactions, with interactions within the immediate family becoming predominant and those outside the family sharply reduced. We hypothesize that social interactions beyond the immediate family play an important protective role in the development of emotion understanding, and that their prolonged absence may be particularly consequential in collectivistic societies. In this view, restricting children's social interactions to their immediate family could constitute a risk factor for the development of emotion understanding. Limitations and future directions are also discussed (long-term follow-up, direct measures of cultural values and practices, etc.).

• Haugen, Linda Josefine Aas; Prenevost, Mathilde H.; Nilsen, Ida B. R.; Bølstad, Evalill; Piulats, Francisco Maria Pons & Reber, Rolf (2025). How children understand aha‐experiences in problem solving. British Journal of Developmental Psychology. ISSN 0261-510X. 43(4), p. 943–957. doi: 10.1111/bjdp.12565. Full text in Research Archive Show summary

  Abstract Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children ( N  = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children ( N  = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind.

• Hermansen, Tone Kristine; Veraksa, Aleksander N.; Piulats, Francisco Maria Pons & Harris, Paul L. (2025). Children revise their emotion attributions in light of the broader temporal context. International Journal of Behavioral Development. ISSN 0165-0254. doi: 10.1177/01650254251337737. Full text in Research Archive Show summary

  Do children infer other’s emotions from situational information, and do they revise their inferences when provided with additional information about the broader temporal context? We invited 333 children (Mage = 72.67 months, range = 47–99 months, 56% girls, 44% boys) to look at pictures of a child protagonist seated next to a set of toys—first in the company of another child and then alone. The protagonist’s facial expression was never visible in either picture. Instead, for each picture, the experimenter provided children with an initial description of the immediate situation facing the protagonist before they asked children to (1) attribute an emotion to the protagonist; (2) express their confidence in this attribution; and (3) justify their attribution. The experimenter then claimed to remember more information about the context surrounding each situation before repeating the three questions. Irrespective of age, children shifted markedly in their attributions based on the additional information provided, although older children were more confident in their attributions than younger children and provided more contextual references when justifying their beliefs. Thus, from an early age, children realize that the emotional implications of a situation are not fixed but can shift and even reverse depending on the broader temporal context.

• Prenevost, Mathilde Hallingstad; Nilsen, Ida B. R.; Bølstad, Evalill; Piulats, Francisco Maria Pons; Harris, Paul L. & Reber, Rolf (2024). Young Children’s Understanding and Experience of Insight. Developmental Psychology. ISSN 0012-1649. doi: 10.1037/dev0001807. Full text in Research Archive
• Viana, Karine Maria Porpino; Zambrana, Imac Maria; Bølstad, Evalill & Piulats, Francisco Maria Pons (2023). “Are we both right?” relations between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children. Journal of Applied Developmental Psychology. ISSN 0193-3973. 87. doi: 10.1016/j.appdev.2023.101548. Full text in Research Archive Show summary

  The current study addresses the question of the relation between ToM and children's epistemic humility - the tendency to acknowledge the limitations of one's knowledge while being open to another's input during socio-cognitive conflict regulation - in a cooperative problem-solving context. Sixty-four boys and girls between the ages of 5 to 9 years (32 same-gender dyads) were tested for their ToM with the Theory of Mind Test (TMT) and The Test of Emotion Comprehension (TEC), and for their epistemic humility through an analysis of their spontaneous verbal interactions during the resolution of a dyadic spatial transformation task. The results showed that children with higher levels of ToM more frequently showed more epistemic humility when faced with conflicting ideas, even when age was taken into account. The results are discussed in terms of the processes underlying socio-cognitive conflict regulation in peer cooperation and their educational implications.

• Macheta, Krystian; Gut, Arkadiusz & Piulats, Francisco Maria Pons (2023). The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): a study of preschool children. Frontiers in Psychology. 14. doi: 10.3389/fpsyg.2023.1150959. Full text in Research Archive
• Stepien-Nycz, Malgorzata; Bialecka-Pikul, Marta; Tang, Yulong & Piulats, Francisco Maria Pons (2023). Emotion Understanding in Polish Children: A Cross-Cultural Comparison between Polish, British, and Italian Children. Journal of Cognition and Culture. ISSN 1567-7095. 23(3-4), p. 437–450. doi: 10.1163/15685373-12340171. Full text in Research Archive
• Ragni, Benedetta; Capitello, Teresa Grimaldi; Gentile, Simonetta; Piulats, Francisco Maria Pons & Stasio, Simona De (2022). Infant Temperament, Parental Depression and Sleep in Healthy Children and Children Born with Congenital Anomalies. Mediterranean Journal of Clinical Psychology (MJCP). 10(1). doi: 10.13129/2282-1619/mjcp-3231. Full text in Research Archive
• Viana, Karine Maria Porpino; Lucena, Juliana; Zambrana, Imac Maria; Harris, Paul. L. & Piulats, Francisco Maria Pons (2022). Children's emotion understanding and cooperative problem-solving in educational settings. In Dukes, D.; Samson, A. & Walle, E. (Ed.), The Oxford Handbook of Emotional Development. Oxford University Press. ISSN 9780198855903. p. 566–580. Full text in Research Archive
• Viana, Karine Porpino; Lucena, Juliana; Zambrana, Imac Maria; Harris, Paul L. & Piulats, Francisco Maria Pons (2022). Children’s emotion understanding and cooperative problem-solving in educational settings. In Dukes, D.; Samson, A. & Walle, E. (Ed.), The Oxford Handbook of Emotional Development. Oxford University Press. ISSN 9780198855903. Full text in Research Archive
• Perizzolo, Virginie; Glaus, J.; Stein, C.; Willheim, E.; Vital, M. & Arnautovic, E. [Show all 11 contributors for this article] (2022). Impact of mothers’ IPV-PTSD on their capacity to predict their child’s emotional comprehension and its relationship to their child’s psychopathology. European Journal of Psychotraumatology. doi: 10.1080/20008198.2021.2008152. Full text in Research Archive
• Bjørk, Rune Flaaten; Bølstad, Evalill; Piulats, Francisco Maria Pons & Havighurst, Sophie Seychelle (2022). Testing TIK (Tuning in to Kids) with TEC (Test of Emotion Comprehension): Does enhanced emotion socialization improve child emotion understanding? Journal of Applied Developmental Psychology. ISSN 0193-3973. 78. doi: 10.1016/j.appdev.2021.101368. Full text in Research Archive
• Orm, Stian; Holmberg, Ella Holt; Harris, Paul L.; Nunez, Maria & Pons, Francisco (2021). Diachronic tendency and thinking style across the broader autism spectrum: Sources of individual differences? Advances in Neurodevelopmental Disorders. ISSN 2366-7532. 5, p. 326–338. doi: 10.1007/s41252-021-00209-7. Full text in Research Archive Show summary

  Objectives First, to see whether previous studies showing a limited capacity to spontaneously evoke the past and the future of a present moment (diachronic tendency) and a prevalence of mental images over inner speech (thinking style) in individuals with autism spectrum disorder could be replicated in individuals belonging to the broader autism phenotype. Second, to test the hypothesis that individuals thinking with mental images have a more limited diachronic tendency compared with individuals thinking with inner speech. Methods Adults (N = 309, Mage = 31.5 years, 76% women) with at least a high school degree were assessed with the Autism Spectrum Quotient, a test of diachronic tendency comprising four pictures varying in social interactivity and dynamicity, and a thinking style scale comprising three items representing three different everyday situations. Results The results showed that adults with many autistic traits have a limited diachronic tendency but only when the situation is socially interactive and dynamic, think more in mental images than individuals with no or few autistic traits but nevertheless still think more with inner speech than with mental images, and the more the participants reported thinking in inner speech, the more they evoked past and future events when describing a socially interactive and dynamic situation. Conclusions More autistic traits are associated with a limited diachronic tendency in socially interactive and dynamic situations and more thinking in mental images, and thinking style could be one of the determinants of diachronic tendency in socially interactive and dynamic situations.

• Wang, Juan; Shi, Xinxin; Zou, Hong; Piulats, Francisco Maria Pons; Xu, Qunxia & Wang, Yingqian [Show all 8 contributors for this article] (2021). Development and validation of the Emotional Intelligence Test in a Chinese sample. Psychological Assessment. ISSN 1040-3590. 33(12), p. 1200–1214. doi: 10.1037/pas0001078. Full text in Research Archive Show summary

  Emotional intelligence, or the ability to perceive, understand, and regulate emotions, has been identified as a protective factor for one’s adaptation. Measuring emotional intelligence using performance-based approach is thought to be objective and effective. However, performance-based emotional intelligence instruments for non- Western adolescents are rarely available. To facilitate research on emotional intelligence, the present study developed and validated the Emotional intelligence Test for Adolescents (A-EIT) using a Chinese sample. Study 1 ( N = 1,536) showed that emotional intelligence consists of three sub-abilities (i.e., emotion perception, emotion understanding, and emotion regulation) and identified eligible items for each subtest through exploratory factor analysis. Study 2 ( N = 2,568) confirmed the three-factor structure and its measurement invariance across gender and age groups by (multiplegroup) confirmatory factor analyses. Both the full test and its three subtests showed acceptable internal consistencies, and their scores increased with age and showed female advantage. Also, the A-EIT scores were significantly correlated with indicators related to emotional and cognitive skills (convergent validity) and were independent of personality (discriminant validity). Additionally, higher scores on the A-EIT were related to better intrapersonal, interpersonal, and academic adaption (criterion validity), as expected. Study 3 ( N = 163) provided further convergent validity evidence for each subtest by using validity tools not based on an emotional intelligence framework. Additionally, the A-EIT displayed satisfactory test-retest reliability. Generally, the A-EIT appears to be a valid and reliable instrument to assess adolescents’ emotion intelligence, especially those with relatively low level.

• Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2021). Young children update their trust in an informant’s claim when experience tells them otherwise. Journal of Experimental Child Psychology. ISSN 0022-0965. 205, p. 105063–105063. doi: 10.1016/j.jecp.2020.105063. Full text in Research Archive Show summary

  Across two experiments, an adult informant presented 220 preschoolers (34–71 months of age) with either a correct claim or an incorrect claim about how to activate a music box by using one of two toy figures. Children were then prompted to explore the figures and to discover whether the informant’s claim was correct or incorrect. Children who discovered the claim to be incorrect no longer endorsed it. Moreover, their predictions regarding a new figure’s ability to activate the music box were clearly affected by the reliability of the informant’s prior claim. Thus, children reassess an informant’s incorrect claim about an object in light of later empirical evidence and transfer their conclusions regarding the validity of that claim to subsequent objects.

• Bjørk, Rune Flaaten; Havighurst, Sophie Seychelle; Pons, Francisco & Karevold, Evalill Bølstad (2020). Pathways to behavior problems in Norwegian Kindergarten Children: The role of parent emotion socialization and child emotion understanding. Scandinavian Journal of Psychology. ISSN 0036-5564. doi: 10.1111/sjop.12652. Full text in Research Archive
• Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica; Pepe, Alessandro & Pons, Francisco (2020). Assessing the Factor Structure and Measurement Invariance of the Test of Emotion Comprehension (TEC): A Large Cross-Sectional Study with Children Aged 3-10 Years. Journal of Cognition and Development. ISSN 1524-8372. p. 1–19. doi: 10.1080/15248372.2020.1741365. Full text in Research Archive
• Veraksa, Aleksander; Gavrilova, Margarita & Pons, Francisco (2020). The impact of classroom quality on young children’s emotion understanding. European Early Childhood Education Research Journal. ISSN 1350-293X. 28(5), p. 690–700. doi: 10.1080/1350293X.2020.1817240. Full text in Research Archive
• Leybina, Anna; Pons, Francisco & Semenov, Yuri (2020). Russian teachers’ perceptions of kindness and its manifestations in educational activities. Российский психологический журнал. ISSN 1812-1853. doi: 10.21702/rpj.2020.4.1. Full text in Research Archive Show summary

  Введение. В последние годы всё более актуальным становится изучение доброты как черты характера, в частности, развитие доброты у учащихся, что неразрывно связано с изучением доброты педагога. Количество работ, посвященных педагогической доброте, однако, весьма ограничено, и ранее в России данный феномен не изучался. Целью данного исследования стало изучение, того, что, по мнению российских учителей и воспитателей, есть доброта в целом, каковы ее проявления и ее важность для педагогической деятельности.
 Методы. Участники исследования (302 учителя и воспитателя) заполнили онлайн-опросник относительно понятия доброты в целом, того, как она проявляется в педагогической деятельности, значимости педагогической доброты, эффекте, оказываемом на учеников; указали свой пол, возраст, религиозность, наличие и количество детей, педагогический стаж и возрастную группу, с которой работают. Для обработки качественных данных использовались методы открытого и осевого кодирования, и мультиномиальная логистическая регрессия – для выявления зависимости представлений о доброте и добрых поступках учителя в зависимости от социодемографических переменных.
 Результаты. Выделено пять категорий тем в определении доброты: состояния и качества человека, расположенность к людям, понимание других, внешние и внутренние поступки и действия. Также была предложена категоризация добрых поступков учителя: по проявлению в преподавании (освоении) образовательной программы, учебной деятельности и педагогическому процессу в целом, и за рамками школы. Различий в определениях доброты и примерах добрых поступков в зависимости от социодемографических характеристик не обнаружено. Сами педагоги высоко оценивают значимость педагогической доброты и ее положительное влияние на учеников.
 Обсуждение результатов. Доброта не равнозначна помогающему поведению, однако именно в поведении она чаще всего проявляется, в связи с этим было предложено использовать теорию деятельности для дальнейшего изучения педагогической доброты.

• Charafeddine, Rawan; Zambrana, Imac Maria; Triniol, Benoit; Mercier, Hugo; Clement, Fabrice & Kaufmann, Laurence [Show all 9 contributors for this article] (2020). How Preschoolers Associate Power with Gender in Male-Female Interactions: A Cross-Cultural Investigation. Sex Roles. ISSN 0360-0025. doi: 10.1007/s11199-019-01116-x. Full text in Research Archive
• Viana, Karine Maria; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Pons, Francisco (2019). Emotions in motion: impact of emotion understanding on children’s peer action coordination. Cognition & Emotion. ISSN 0269-9931. doi: 10.1080/02699931.2019.1669535. Full text in Research Archive Show summary

  Peer action coordination has been often studied in terms of its underlying cognitive mechanisms, and little is known about its emotional processes. The aim of the present study was to investigate the extent to which children’s emotion understanding explains their coordination of actions with a peer in a cooperative sensorimotor problem-solving task. Sixty-eight 5- to 9-year-old children were assessed for their emotion understanding with the Test of Emotion Comprehension (TEC) and for their problem-solving capacities with a sensorimotor task in an individual setting (individual sensorimotor skills) and in a cooperative setting (peer action coordination). The results showed that higher levels of emotion understanding significantly explained greater peer action coordination, even when controlling for age, gender and the child’s individual sensorimotor skills. The findings point to the existence of emotional mechanisms – more specifically the role of emotion understanding – underlying successful coordination of actions in peer interaction. Theoretical and educational implications of having emotion understanding abilities for coordinating actions with others are discussed.

• Pons, Francisco; Giménez-Dasí, Marta; Daniel, Marie-France; Auriac-Slusarczyk, Emmanuèle; Businaro, Nicoletta & Viana, Karine Maria (2019). Impact of a low-cost classroom dialogue-based intervention on preschool children's emotion understanding. European Early Childhood Education Research Journal. ISSN 1350-293X. 27(5), p. 630–646. doi: 10.1080/1350293X.2019.1651961. Full text in Research Archive
• Tang, Yulong; Harris, Paul L.; Pons, Francisco; Zou, Hong; Zhang, Wenjuan & Xu, Qunxia (2018). The Understanding of Emotion among Young Chinese Children. International Journal of Behavioral Development. ISSN 0165-0254. 42(5), p. 512–517. doi: 10.1177/0165025417741366. Full text in Research Archive Show summary

  The development of emotion understanding in young Chinese children was examined. The overall trend in the development of emotion understanding among Chinese preschoolers – as measured by the Test of Emotion Comprehension (TEC) proved similar to that found among preschoolers in Western Europe. However, Chinese children performed better at understanding the distinction between real and apparent emotion and worse at understanding the connection between reminders and emotion. Children’s theory of mind and verbal ability were significant predictors of their ability to understand emotion.

• Tornare, Elise; Cuisinier, F.; Czajkowski, Nikolai Olavi & Pons, Francisco (2017). Impact of Induced Joy on Literacy in Children: Does the Nature of the Task Make a Difference? Cognition & Emotion. ISSN 0269-9931. 31(3), p. 500–510. doi: 10.1080/02699931.2015.1132682. Full text in Research Archive
• Cuisinier, Frédérique; Tornare, Elise & Pons, Francisco (2016). Les émotions dans les apprentissages scolaires : un domaine de recherche en émergence. ANAE. Approche Neuropsychologique des Apprentissages chez l'Enfant. ISSN 0999-792X. 139, p. 1–9. Full text in Research Archive
• Tornare, Elise; Czajkowski, Nikolai Olavi & Pons, Francisco (2016). Emotion and orthographic performance in a dictation task: Direct effect of the emotional content. Annee Psychologique. ISSN 0003-5033. 116(2), p. 171–201. doi: 10.4074/s0003503316000312. Full text in Research Archive
• Harris, P.; Rosnay, M. de & Pons, Francisco (2016). Understanding emotion. In Barret, L. Feldman; Lewis, M. & Haviland-Jones, J. (Ed.), Handbook of emotions - 4th edition. Guilford Press. ISSN 9781462525348. p. 293–306. Full text in Research Archive
• Viana, Karine Porpino; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Piulats, Francisco Maria Pons (2016). Beyond conceptual knowledge: The impact of children’s Theory-of-Mind on dyadic spatial tasks. Frontiers in Psychology. doi: 10.3389/fpsyg.2016.01635. Full text in Research Archive
• Viana, Karine Maria Porpino; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Pons, Francisco (2016). Beyond Conceptual Knowledge: The Impact of Children’s Theory-of-Mind on Dyadic Spatial Tasks. Frontiers in Psychology. 7(1635). doi: 10.3389/fpsyg.2016.01635. Full text in Research Archive
• Giménez-Dasí, M.; Pons, Francisco & Bender, P. (2016). Imaginary companions, theory of mind and emotion understanding in young children. European Early Childhood Education Research Journal. ISSN 1350-293X. 24(2), p. 186–197. doi: 10.1080/1350293X.2014.919778. Full text in Research Archive
• Businaro, Nicoletta; Piulats, Francisco Maria Pons & Albanese, Ottavia (2015). Do Intelligence, Intensity of Felt Emotions and Emotional Regulation Have an Impact on Life Satisfaction? A Quali-quantitative Study on Subjective Wellbeing with Italian Children Aged 8–11. Child Indicators Research. ISSN 1874-897X. doi: 10.1007/s12187-014-9250-x. Full text in Research Archive
• Roazzi, A.; Rocha, A.; Candeias, A.; Lopes-da-Silva, A.; Minervino, C. & Roazzi, M. [Show all 7 contributors for this article] (2015). Social competence and emotion comprehension: How are they related in children? In Roazzi, A.; Campello, B. & Bilsky, W. (Ed.), Facet Theory: Searching for structure in complex social, cultural and psychological phenomena. Editora UFPE. ISSN 9788541502825. p. 267–283. Full text in Research Archive
• Rocha, A.; Roazzi, A.; Silva, A. da; Candeias, A.; Minervino, C. & Pons, Francisco (2015). Test of Emotion Comprehension: Exploring the underlying structure through Confirmatory Factor Analysis and Similarity Structure Analysis. In Roazzi, A.; Campello, B. & Bilsky, W. (Ed.), Facet Theory: Searching for structure in complex social, cultural and psychological phenomena. Editora UFPE. ISSN 9788541502825. p. 66–84. Full text in Research Archive
• Pons, Francisco; Giménez-Dasí, M.; Sala, N; Molina, P.; Tornare, Elise & Andersen, Bettina Gamskjær (2015). Compréhension et régulation des émotions à l’école. In Crahay, M. & Dutrevis, M. (Ed.), Psychologie des apprentissages scolaires.. De Boeck Superieur. ISSN 9782807300040. p. 115–142. Full text in Research Archive
• Piulats, Francisco Maria Pons & Albanese, Ottavia (2015). Do Intelligence, Intensity of Felt Emotions and Emotional Regulation Have an Impact on Life Satisfaction? A Quali-quantitative Study on Subjective Wellbeing with Italian Children Aged 8–11. Child Indicators Research. ISSN 1874-897X. doi: 10.1007/s12187-014-9250-x. Full text in Research Archive
• Bender, P.; Pons, Francisco; Harris, P.; Esbjørn, B. & Reinholdt-Dunne, M. (2015). Emotion understanding in clinically anxious children: A preliminary investigation. Frontiers in Psychology. 6. doi: 10.3389/fpsyg.2015.01916. Full text in Research Archive Show summary

  Children’s understanding of the nature, origins and consequences of emotions has been intensively investigated over the last 30–40 years. However, few empirical studies have looked at the relation between emotion understanding and anxiety in children and their results are mixed. The aim of the present study was to perform a preliminary investigation of the relationships between emotion understanding, anxiety, emotion dysregulation, and attachment security in clinically anxious children. A sample of 16 clinically anxious children (age 8–12, eight girls/boys) was assessed for emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders-Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security Scale). Children who reported more overall anxiety also reported greater difficulties in regulating their emotions, and were less securely attached to their parents. The results also showed that more specific symptoms of anxiety (i.e., OCD and PTSD) correlated not only with emotion dysregulation and attachment insecurity but also with emotion understanding. Finally, there were interrelations among emotion understanding, attachment security, and emotion dysregulation. The present results provide the first comprehensive evidence for a socio-emotional framework and its relevance to childhood anxiety.

• Sala, Maria Nives; Testa, Silvia; Pons, Francisco & Molina, Paola (2015). Emotion regulation and defense mechanisms. Journal of Individual Differences. ISSN 1614-0001. 36, p. 19–29. doi: 10.1027/1614-0001/a000151. Full text in Research Archive
• Tornare, Elise; Czajkowski, Nikolai Olavi & Pons, Francisco (2015). Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance. Learning and Instruction. ISSN 0959-4752. 39, p. 88–96. doi: 10.1016/j.learninstruc.2015.05.011. Full text in Research Archive
• Cuisinier, Frédérique; Tornare, Elise & Pons, Francisco (2015). Les emotions dans les apprentissages scolaires : Un domaine de recherche en emergence [Emotion in school learning: An emerging field of research]. ANAE. Approche Neuropsychologique des Apprentissages chez l'Enfant. ISSN 0999-792X. 27(139), p. 527–536. Full text in Research Archive
• Bender, P.; Sømhovd, Mikael Julius; Pons, Francisco; Reinholdt-Dunne, M. & Esbjørn, B. (2015). The impact of attachment security and emotion dysregulation on anxiety in children and adolescents. Emotional and Behavioural Difficulties. ISSN 1363-2752. 20(2), p. 189–204. doi: 10.1080/13632752.2014.933510. Full text in Research Archive
• Businaro, N.; Pons, Francisco & Albanese, O. (2015). Do Intelligence, Intensity of Felt Emotions and Emotional Regulation Have an Impact on Life Satisfaction? A Quali-quantitative Study on Subjective Wellbeing with Italian Children Aged 8–11. Child Indicators Research. ISSN 1874-897X. 8(2), p. 439–458. doi: 10.1007/s12187-014-9250-x. Full text in Research Archive
• Zambrana, Imac Maria; Pons, Francisco; Eadie, Patricia & Ystrøm, Eivind (2014). Trajectories of language delay from age 3 to 5: Persistence, recovery and late onset. International journal of language and communication disorders. ISSN 1368-2822. 49(3), p. 304–316. doi: 10.1111/1460-6984.12073. Full text in Research Archive
• Pons, Francisco; Rosnay, M. de; Bender, P.; Doudin, Pierre-André; Harris, P. & Giménez-Dasí, M. (2014). The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence. The Journal of Genetic Psychology. ISSN 0022-1325. 175(4), p. 301–317. doi: 10.1080/00221325.2014.903224. Full text in Research Archive
• Sala, M. Nives; Pons, Francisco & Molina, P. (2014). Emotion regulation strategies in preschool children. British Journal of Developmental Psychology. ISSN 0261-510X. 32(4), p. 440–453. doi: 10.1111/bjdp.12055. Full text in Research Archive
• Zambrana, Imac Maria; Ystrøm, Eivind; Schjølberg, Synnve & Pons, Francisco (2013). Action imitation at 1½ years is better than pointing gesture in predicting late development of language production at 3 years of age. Child Development. ISSN 0009-3920. 84(2), p. 560–573. doi: 10.1111/j.1467-8624.2012.01872.x. Full text in Research Archive
• Barriol, C.; Garitte, C. & Pons, Francisco (2013). Lien entre la motricité globale et la compréhension des émotions chez les enfants de deux ans. Revue de Psychoéducation. ISSN 1713-1782. 42(2), p. 257–279. doi: 10.7202/1061212ar. Full text in Research Archive
• Bender, P.; Reinholdt-Dunne, M.; Esbjørn, B. & Pons, Francisco (2012). Emotion dysregulation and anxiety in children and adolescents: Gender differences. Personality and Individual Differences. ISSN 0191-8869. 53(3), p. 284–288. doi: 10.1016/j.paid.2012.03.027. Full text in Research Archive
• Pons, Francisco; Harris, Paul & Rosnay, Marc de (2012). Piaget and consciousness: Retrospect and prospect. In Valisiner, Jaan (Eds.), History and theory of psychology. Transaction Publishers. p. 95–122. doi: 10.4324/9781315082899-7. Full text in Research Archive
• Pons, Francisco; Rosnay, Marc de & Frédérique, Cuisinier (2012). Cognition and Emotion. In Jarvela, Sanna (Eds.), Social and Emotional Aspects of Learning. Elsevier. ISSN 9780123814777. p. 70–76. Full text in Research Archive
• Doudin, Pierre-André; Pfulg, Laurent; Pons, Francisco & Martin, Daniel (2012). Un intervento per favorire l’integrazione scolastica di bambini gravemente abusati. In Albanese, Ottavia & Fiorilli, Caterina (Ed.), Le emozioni a scuola: Riconoscerle, comprenderle e intervenire efficacemente. Edizioni Erickson. ISSN 9788859000204. p. 37–54. Full text in Research Archive
• Pons, Francisco; Doudin, Pierre-André & Harris, Paul. L. (2012). La comprensione delle emozioni. In Albanese, Ottavia & Fiorilli, Caterina (Ed.), Le emozioni a scuola: Riconoscerle, comprenderle e intervenire efficacemente. Edizioni Erickson. ISSN 9788859000204. p. 15–36. Full text in Research Archive
• Lafortune, Louise & Pons, Francisco (2012). Il ruolo dell’ansia nella metacognizione: una riflessione finalizzata alle azioni. In Albanese, Ottavia & Fiorilli, Caterina (Ed.), Le emozioni a scuola: Riconoscerle, comprenderle e intervenire efficacemente. Edizioni Erickson. ISSN 9788859000204. p. 131–152. Full text in Research Archive
• Zambrana, Imac Maria; Ystrøm, Eivind & Pons, Francisco (2012). Impact of gender, maternal education, and birth order on the development of language comprehension: A longitudinal study from 18 to 36 months of age. Journal of Developmental and Behavioral Pediatrics. ISSN 0196-206X. 33(2), p. 146–155. doi: 10.1097/DBP.0b013e31823d4f83. Full text in Research Archive
• Businaro, Nicoletta; Albanese, Ottavia & Piulats, Francisco Maria Pons (2011). La regolazione delle emozioni può contribuire al benessere? Uno studio con bambini e bambine di 10-11 anni. In Gavazzi, I. Grazzani & Crugnola, C. Riva (Ed.), Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Edizioni Unicopli. ISSN 9788840015217. Full text in Research Archive
• Bender, P.; Pons, Francisco; Harris, P. & Rosnay, M. de (2011). Do young children misunderstand their own emotions? European Journal of Developmental Psychology. ISSN 1740-5629. 8(3), p. 331–348. Full text in Research Archive
• Businaro, Nicoletta; Albanese, Ottavia & Pons, Francisco (2011). La regolazione delle emozioni può contribuire al benessere? Uno studio con bambini e bambine di 10-11 anni. In Gavazzi, I. Grazzani & Crugnola, C. Riva (Ed.), Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Edizioni Unicopli. ISSN 9788840015217. p. 51–64. Full text in Research Archive

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• Piulats, Francisco Maria Pons (2025). Morbid belief of incompetence in academics. Invited Paper. Full text in Research Archive
• Piulats, Francisco Maria Pons; Veraksa, Alexander; Bender, Patrick & Tornare, Elise (2025). Attachment and information seeking in young adults. Conference Paper. Full text in Research Archive
• Piulats, Francisco Maria Pons (2025). Attachment and information seeking across culture, Keynote. Full text in Research Archive
• Piulats, Francisco Maria Pons (2025). Attachment and information seeking. Keynote. Full text in Research Archive
• Prenevost, Mathilde Hallingstad; Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Piulats, Francisco Maria Pons; Harris, Paul L. & Reber, Rolf (2024). Children's Experience and Understanding of Aha-Moments. Full text in Research Archive
• Prenevost, Mathilde H. & Piulats, Francisco Maria Pons (2024). Information seeking and attachment across cultures. Full text in Research Archive
• Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Piulats, Francisco Maria Pons; Harris, Paul L. & Reber, Rolf (2024). Children’s experience and understanding of aha-experiences. Full text in Research Archive
• Prenevost, Mathilde Hallingstad; Haugen, Linda Josefine Aas; Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Piulats, Francisco Maria Pons & Reber, Rolf (2023). Young Children’s Understanding of the Affective Implications of Insight – A First Study. Full text in Research Archive
• Piulats, Francisco Maria Pons (2021). Emotion understanding in young children: Evaluation and Intervention. Keynote, Psychology for Education 2021. Full text in Research Archive
• Viana, Karine Maria Porpino; Reynoso, M. Cerezo & Piulats, Francisco Maria Pons (2021). De la comprensión de las emociones en los niños a las creencias de los maestros sobre las emociones. Guest Lecture. Full text in Research Archive
• Piulats, Francisco Maria Pons (2021). Can digital media help children to improve their understanding of emotions? Plenary Speaker, Full text in Research Archive
• Viana, Karine Maria Porpino & Piulats, Francisco Maria Pons (2021). How does culture impact children’s understanding of emotions? Guest lecture. Full text in Research Archive
• Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2020). Epistemic uncertainty: Implicit encoding and information seeking from infancy to preschool. Full text in Research Archive
• Orm, Stian; Holmberg, Ella Holt & Pons, Francisco (2020). Visual Thinking and Impaired Temporal Cognition in Individuals with Autism Spectrum Disorders. Full text in Research Archive
• Piulats, Francisco Maria Pons (2020). Impact de la culture et de l’attachement sur les stratégies de recherche d’informations chez l’enseignant et l’élève. Invited Paper. Full text in Research Archive
• Piulats, Francisco Maria Pons (2020). Impact of Culture on Children’s Understanding of Emotions: Retrospects and Prospects. Full text in Research Archive
• Pons, Francisco (2019). Emotion understanding in children: Recent data. Invited Paper. Full text in Research Archive
• Pons, Francisco (2019). Attachment and Information Seeking in Adults across Cultures. EFPA Vygotsky Award 2019 Keynote. Full text in Research Archive
• Viana, Karine Maria; Chams, Camilla & Pons, Francisco (2019). Development of the Representations of the Mother-Child Attachment Relationship in Western Literature from 1945-2018. Full text in Research Archive
• Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2019). Young children revise their trust in an informant’s claim once they gather counter-evidence, and transfer their revised judgement across tasks. Full text in Research Archive
• Pons, Francisco & Harris, Paul L. (2019). Children’s understanding of emotions or the “error” of Pascal, Handbook of Emotional Development. Springer. ISSN 9783030173326. doi: 10.1007/978-3-030-17332-6. Full text in Research Archive
• Viana, Karine Maria; Zambrana, Imac Maria; Veraksa, A; Karevold, Evalill Bølstad & Pons, Francisco (2019). Attachment style and information seeking preference in young adults. Full text in Research Archive
• Viana, Karine Maria; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Pons, Francisco (2019). What is Theory of Mind for? Impact of children's understanding of the mind on their social interactions and performance in cooperative problem-solving tasks. Full text in Research Archive
• Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2019). Children reassess an informant’s misleading claim in the light of later empirical evidence. Full text in Research Archive
• Pons, Francisco (2018). Effects of a new Emotion Understanding school curriculum intervention. The Reading Emotions Program, Invited Paper, Geneva, Switzerland. Full text in Research Archive
• Pons, Francisco (2018). Children’s understanding of emotions or the “error” of Pascal, Keynote. Moscow, Russia. Full text in Research Archive
• Pons, Francisco (2018). Emotion understanding and literacy in children, Invited Paper, Reykjavik, Iceland. Full text in Research Archive
• Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2017). Are preschoolers’ questions impacted by prior inconsistent experiences during first-hand exploration? Full text in Research Archive
• Pons, Francisco (2017). Emotion understanding in children: Retrospect and prospect. Guest Lecture. Full text in Research Archive
• Pons, Francisco (2017). Impact of culture on emotion understanding in children. Keynote. Full text in Research Archive
• Perizzolo, Virginie; Puro, Cristina; Vital, Marylène; Arnautovic, Emina; Torrisi, Raffaella & Pons, Francisco [Show all 9 contributors for this article] (2017). Emotional Face Matching Task in IPV-PTSD mothers and non-PTSD controls, and their children: Its relationship with the TEST of Emotion Comprehension (TEC). Full text in Research Archive
• Viana, Karine Maria Porpino; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Pons, Francisco (2017). Mental state understanding in typical and atypical development: social, parental and individual influencing factors. Paper. Full text in Research Archive
• Pons, Francisco (2017). Teaching emotion understanding: Retrospect and Prospect. Invited Paper. Full text in Research Archive
• Pons, Francisco (2016). Teaching emotion understanding: Recent data. Guest Lecture. Full text in Research Archive
• Pons, Francisco (2016). La comprensión de la emoción en los niños: nuevos datos, Keynote. Full text in Research Archive
• Pons, Francisco (2016). Données récentes sur la compréhension des émotions chez l’enfant. Guest lecture. Full text in Research Archive
• Pons, Francisco (2015). Emotion understanding in children. Guest lecture. Full text in Research Archive
• Pons, Francisco (2015). Language and Theory-of-Mind in Children, Guest Lecture. Full text in Research Archive
• Pons, Francisco (2014). Test of Emotion Comprehension (TEC): Retrospect and prospect. Guest lecture. Full text in Research Archive
• Pons, Francisco (2014). La comprehension des emotions à l'ecole. Guest lecture. Full text in Research Archive
• Pons, Francisco (2013). Emotion understanding at school: Retrospect and Prospect. Keynote. Full text in Research Archive
• Pons, Francisco (2012). Emotion understanding at school: Evaluation and intervention. Guest lecture. Full text in Research Archive
• Pons, Francisco (2012). Metacognition and metaemotion in children. Keynote. Full text in Research Archive
• Pons, Francisco (2011). O ensino da compreensão das emoções. Full text in Research Archive

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