Francisco Pons

Head of Section - Health, Developmental and Personality Psychology - Department of Psychology
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Norwegian version of this page
Phone +47 22845209
Room V04-06
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Visiting address Forskningsveien 3A Harald Schjelderups hus 0373 OSLO
Postal address Postboks 1094 Blindern 0317 Oslo

Academic Interests

Four research areas:

  • Emotional Development: Emotion Understanding development, Impact of Emotion Understanding on Mental Health & School Achievement, Impact of Culture & Religion on Emotion Understanding, Teaching Emotion Understanding, Test of Emotion Comprehension - TEC 2.0 (translated into 25 languages), Attachment, Information Seeking and Epistemic Trust, etc.
  • Metacognitive Development: Theory of Mind, Consciousness, etc.
  • Cognitive Development: Piagetian and Neo-Piagetian Models of Cognitive Development, Temporal cognition, Thinking Styles, Gender & Power, etc.
  • Integration of Developmental Research and Educational Practices

Participants are native and immigrants typical and non-typical children and adolescents (e.g. deaf, autistic, abused, mentally retarded) from Western (West & East Europe, North & South America) and Non-Western societies and cultures (e.g. Chinese, Quechua, Fon, Arabic Christian & Muslim). Many of these studies have been supported by external grants (Canada, France, Norway, Spain & Switzerland).

Teaching (2007-2019)

  • Coordinator of the 5th semester of the Clinical program
  • PSY1200 - Introduction to developmental psychology
  • PSY2206 - Cognition, emotion and language
  • PSYC3200 - Developmental psychology
  • PSY4203 - Emotional Development
  • PSY4204 - Hands-on training in emotional and cognitive development
  • PSY9202 - Ph.d. seminar in developmental psychology

Higher education and employment history

Education

  • 1993-1997: Ph.D. in Psychology  – Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
  • 1990-1992: Master in Psychology  – Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
  • 1986-1990: Bachelor in Psychology  – Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
  • 1980-1984: Diploma of Architect  – Department of Architecture, Geneva Engineering School, Geneva, Switzerland.

Positions

  • Since 2007: Professor – Department of Psychology, Faculty of Social Sciences, University of Oslo, Oslo, Norway.
  • 2004-2007: Professor – Department of Communication and Psychology, Faculty of Humanities, University of Aalborg, Aalborg, Denmark.
  • 2003-2004: Associate Professor – Department of Communication and Psychology, Faculty of Humanities, University of Aalborg, Aalborg, Denmark.
  • 2002-2003: Post-Doctoral Fellow – Human Development and Psychology, Graduate School of Education, Harvard University, Cambridge, United States of America
  • 2001-2002: Assistant Professor – Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
  • 1999-2001: Post-Doctoral Fellow – Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.
  • 1997-1999: Senior Lecturer & Researcher – Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
  • 1992-1997: Junior Lecturer & Researcher – Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
  • 1986-1990: Social worker – Psychiatric University Hospital of Geneva (88-90); Caritas (87-88); SportHandicap (86-87) – Geneva, Switzerland.
  • 1986-1989: Architect – Bureau d'Architecture Leuba, Geneva, Switzerland.

Appointments

Department of Psychology & University of Oslo

  • Head of Section - Health, Developmental and Personality Section / HUP (2019 - )
  • Member of the Board of The Norwegian Union of Researchers at the University of Oslo (Forskerforbundet - UiO) (2016 - )
  • Verneombud (2018 – 2019) 
  • Leader of the Developmental Unit (2008-2013) 
  • Member of the Bachelor & Master, Professional (Clinical) & Departmental (vicar) Boards (2008-2015) 
  • Academic Representative for International Affairs (2007 - 2019)

Honorary positions & Prizes

  • 2019: Lev Vygotsky Award 2019, European Federation of Psychologists Associations (EFPA)
  • 2019 - : Honorary Member of the Russian Academy of Sciences (Education).
  • 2010: Teaching Award (Department of Psychology, University of Oslo)
  • 2007 - 2012: Adjunct Professor – Department of Communication and Psychology, Faculty of Humanities, University of Aalborg, Aalborg, Denmark.
  • 2007: Guest Professor – University of Paris X - Nanterre, Paris, France.
  • 2004-2016: Professor – Doctoral School, Faculty of Educational Sciences, University of Milano Bicocca, Italy.

International Scientific Boards

  • Referee for the:
    • Ministerio de Ciencia, Innovacion y Universidades (Spain),
    • Russian International Affairs Council & Russian Science Foundation.
    • Academy of Finland
    • Economic and Social Research Council (ESRC) - United Kingdom
    • Social Sciences and Humanities Research Council of Canada (SSHRC)
    • Fonds de recherche du Québec - Société et Culture (Canada)
    • Austrian Science Fund (FWF)
    • Swedish Research Council (VR), the Knut and Alice Wallenberg Foundation & the Riksbankens Jubileumsfond - Sweden

Associate Editor & Reviewer (Journals & Publishers, Past & Present)

  • Associate Editor: British Journal of Developmental Psychology
  • Editorial Board: Revista Infancia y Aprendizaje
  • Reviewer (Journals): Child Development, Developmental Psychology, Infant and Child Development, Journal of Child Psychology and Psychiatry, Social Development, British Journal of Developmental Psychology, Journal of Applied Developmental Psychology, Journal of Child Language, European Psychologist, Canadian Journal of Experimental Psychology, Archives de Psychologie, L’Année Psychologie.
  • Reviewer (Publisher): Palgrave-MacMillan, Sage, Pearson.

Consultancies

  • Norwegian Immigration Appeals Board (UNE)
  • International Red Cross Committee (Switzerland)
  • Videnscenter for Autisme (Denmark)
  • SOM.OS (Spanish NGO)
  • Emotional Resilience in Infancy and Childhood Laboratory (University of Sidney), etc.

Supervisions & Evaluations

  • Supervision or evaluations of > 40 Ph.D. theses: 13 Supervisions (8 completed & 5 in progress) & 28 Evaluations (including three French and Russian Accreditations for Professorship) + 2 Post-Doc
  • Supervision or evaluation of > 30 completed Master theses
    • University of Vienna (Austria)
    • Catholic University of Louvain (Belgium)
    • Aalborg University (Denmark)
    • Copenhagen University (Denmark)
    • Århus University (Denmark)
    • Paris X University (France)
    • Nantes University (France)
    • Clermont Auvergne University (France)
    • University of Milano-Bicocca (Italy)
    • Torino University (Italy)
    • Oslo University (Oslo)
    • Lisbon University (Portugal)
    • Lomonosov Moscow State University (Russia)
    • UNED-Madrid (Spain)
    • University of Jaume I (Spain)
    • Alicante University (Spain)
    • Geneva University (Switzerland)
    • Oxford University (United Kingdom)

13 External Grants (Principal Investigator (4), Partner (9))

  • Norwegian Centre for International Cooperation in Education (DIKU)
  • NILS Science and Sustainability (European Economic Area)
  • The Social Sciences and Humanities Research Council of Canada
  • The Scientific and University Cooperation Mission (France)
  • Norwegian Research Council (NFR)
  • Ministry of Education and Science (Spain)
  • Swiss National Science Foundation (FNRS)

Cooperation

  • Brazil: Antonio Roazzi (Federal University of Pernambuco)
  • Canada: Marie-France Daniel (University of Montréal)
  • Denmark: Partick Bender (University of Copenhagen)
  • France: Elise Tornare (University of Rouen); Jean-Baptiste van der Herst (CNRS, Lyon)
  • Italy: Paola Molina (University of Torino), Ottavia Albanese (University of Milano Bicocca)
  • Lebanon: Martin Accad (IMS & Arab Baptist Seminar of Beirut)
  • Norway: Imac Zambrana (University of Oslo), Ingrid Lossius Falkum (University of Oslo), Vibeke Grøver & Veslemøy Rydland (University of Oslo)
  • Spain: Marta Gimenez (University of Valencia), Carlos Hernandez Blasi (University of Jaume I – Castellon)
  • United Kingdom: Harriet Tenenbaum (University of Surrey)
  • USA: Paul Harris & Paloma Visscher (Harvard University)
Tags: Developmental psychology

Publications

  • Wang, Juan; Shi, X.; Zou, H.; Pons Piulats, Francisco Maria; Xu, Q. & Wang, Y. [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: https%3A/doi.org/10.1037/pas0001078.
  • Orm, Stian; Holt Holmberg, Ella; 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.
  • 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
  • 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.
  • Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2020). Young children update their trust in an informant’s claim when experience tells them otherwise. Journal of Experimental Child Psychology. ISSN 0022-0965. 205. doi: 10.1016/j.jecp.2020.105063. Full text in Research Archive
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
  • 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
  • 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.
  • Tornare, Elise; Czajkowski, Nikolai Olavi & Pons, Francisco (2016). Impact of emotion on children´s performance in a dictation task: Evidence for a direct effect of the emotional content. Annee Psychologique. ISSN 0003-5033. 116(2), p. 171–201. doi: 10.4074/s0003503316000312.
  • 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.
  • Harris, P.; de Rosnay, M. & Pons, Francisco (2016). Understanding emotion. In Feldman Barret, L.; Lewis, M. & Haviland-Jones, J. (Ed.), Handbook of emotions - 4th edition. Guilford Press. ISSN 9781462525348. p. 293–306.
  • 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. ISSN 1664-1078. 7(1635). doi: 10.3389/fpsyg.2016.01635.
  • 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.
  • 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.
  • Bender, P.; Pons, Francisco; Harris, P.; Esbjørn, B. & Reinholdt-Dunne, M. (2015). Emotion understanding in clinically anxious children: A preliminary investigation. Frontiers in Psychology. ISSN 1664-1078. 6. doi: 10.3389/fpsyg.2015.01916. Full text in Research Archive
  • Rocha, A.; Roazzi, A.; da Silva, A.; 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 978-85-415-0282-5. p. 66–84.
  • 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 978-85-415-0282-5. p. 267–283.
  • Pons, Francisco; Giménez-Dasí, M.; Sala, N; Molina, P.; Tornare, Elise & Gamskjær Andersen, Bettina (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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Nives Sala, M.; 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.
  • Pons, Francisco; de Rosnay, M.; 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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 978-88-590-0020-4. p. 131–152.
  • 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 978-88-590-0020-4. p. 37–54.
  • 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 978-88-590-0020-4. p. 15–36.
  • Pons, Francisco; de Rosnay, Marc & Frédérique, Cuisinier (2012). Cognition and Emotion. In Jarvela, Sanna (Eds.), Social and Emotional Aspects of Learning. Elsevier. ISSN 9780123814777. p. 70–76.
  • 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.
  • Pons, Francisco; Harris, Paul & de Rosnay, Marc (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.
  • Pons, Francisco; de Rosnay, Marc & Cuisinier, Frédérique (2011). Cognition and Emotion, Learning and cognition in education. Elsevier. ISSN 0123814383. p. 78–84.
  • 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 Grazzani Gavazzi, I. & Riva Crugnola, C. (Ed.), Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Edizioni Unicopli. ISSN 9788840015217. p. 51–64.
  • Businaro, Nicoletta; Pons, Francisco & Roazzi, A. (2011). L’emozione della vergogna nei bambini. Origini, sviluppo, conseguenze ed interventi. Psychoscope. ISSN 1420-620X. 32(4), p. 12–15.
  • Bender, P.; Pons, Francisco; Harris, P. & de Rosnay, M. (2011). Do young children misunderstand their own emotions? European Journal of Developmental Psychology. ISSN 1740-5629. 8(3), p. 331–348.
  • Lecce, Serena; Caputi, Marcella; Pagnin, Adriano; de Rosnay, Marc & Pons, Francisco (2010). La competenza sociale secondo genitori e insegnanti: il ruolo della teoria della mente. Età Evolutiva. ISSN 0392-0658. 96, p. 5–14.
  • Pons, Francisco; de Rosnay, Marc; Cuisinier, Frédérique & Bender, Patrick Karl (2010). On the cognitive nature of emotions and the emotional nature of cognitions. In Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Ed.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. p. 17–38.
  • Cuisinier, Frédérique; Clavel, Celine; de Rosnay, Marc & Pons, Francisco (2010). Emotional experiences at the elementary school: Theoretical and pragmatic issues. In Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Ed.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. p. 175–202.
  • Pons, Francisco; de Rosnay, Marc; Andersen, Bettina Gamskjær & Cuisinier, Frédérique (2010). Emotional competences: Development and intervention. In Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Ed.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. p. 203–238.
  • Andersen, Bettina Gamskjær; Pons, Francisco & de Rosnay, Marc (2010). Emosjonell kompetanse hos små barn. In Kvello, Øyvind (Eds.), Barnas Barnehage 2 - Barn i utvikling. Gyldendal Akademisk. ISSN 978-82-05-39973-0. p. 136–160.
  • Albanese, O.; De Stasio, S.; Di Chiacchio, C.; Fiorilli, C. & Pons, Francisco (2010). Emotion Comprehension: The Impact of Nonverbal Intelligence. The Journal of Genetic Psychology. ISSN 0022-1325. 171(2), p. 101–115. doi: 10.1080/00221320903548084.
  • Pons, Francisco; de Rosnay, M.; Barriol, C. & Zacharopoulou, M. (2010). Origins of attachment theory: subjectivity and interdisciplinary encounters. Impuls : Tidsskrift for psykologi. ISSN 0801-2911. 2, p. 10–22.
  • Fidalgo, A.; Quintanilla, L.; Frenandez, R.; Pons, Francisco & Aguerri, M. (2010). Detección del DIF en ítems politómicos mediante el uso de los métodos Mantel-Haenszel. Revista Electrónica de Metodología Aplicada. ISSN 1135-6855. 15(1), p. 12–18.

View all works in Cristin

  • Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (2010). Emotions in research and practice. Aalborg Universitetsforlag. ISBN 9788773079959. 256 p.

View all works in Cristin

  • Bølstad, Evalill; Pons Piulats, Francisco Maria & 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. doi: 10.1016/j.appdev.2021.101368.
  • Orm, Stian; Holt Holmberg, Ella & Pons, Francisco (2020). Visual Thinking and Impaired Temporal Cognition in Individuals with Autism Spectrum Disorders.
  • 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.
  • 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.
  • Pons, Francisco (2019). Emotion understanding in children: Recent data. Invited Paper.
  • Pons, Francisco (2019). Attachment and Information Seeking in Adults across Cultures. EFPA Vygotsky Award 2019 Keynote.
  • 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.
  • Viana, Karine Maria; Chams, Camilla & Pons, Francisco (2019). Development of the Representations of the Mother-Child Attachment Relationship in Western Literature from 1945-2018.
  • 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.
  • 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.
  • Viana, Karine Maria; Zambrana, Imac Maria; Veraksa, A; Karevold, Evalill Bølstad & Pons, Francisco (2019). Attachment style and information seeking preference in young adults.
  • Pons, Francisco (2018). Emotion understanding and literacy in children, Invited Paper, Reykjavik, Iceland.
  • Pons, Francisco (2018). Effects of a new Emotion Understanding school curriculum intervention. The Reading Emotions Program, Invited Paper, Geneva, Switzerland.
  • Pons, Francisco (2018). Children’s understanding of emotions or the “error” of Pascal, Keynote. Moscow, Russia.
  • Pons, Francisco (2017). Emotion understanding in children: Retrospect and prospect. Guest Lecture.
  • Pons, Francisco (2017). Impact of culture on emotion understanding in children. Keynote.
  • Pons, Francisco (2017). Teaching emotion understanding: Retrospect and Prospect. Invited Paper.
  • 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?
  • 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.
  • 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) .
  • Pons, Francisco (2016). La comprensión de la emoción en los niños: nuevos datos, Keynote.
  • Pons, Francisco (2016). Teaching emotion understanding: Recent data. Guest Lecture.
  • Pons, Francisco (2016). Données récentes sur la compréhension des émotions chez l’enfant. Guest lecture.
  • Pons, Francisco (2015). Emotion understanding in children. Guest lecture.
  • Pons, Francisco (2015). Language and Theory-of-Mind in Children, Guest Lecture.
  • Pons, Francisco (2014). La comprehension des emotions à l'ecole. Guest lecture.
  • Pons, Francisco (2014). Test of Emotion Comprehension (TEC): Retrospect and prospect. Guest lecture.
  • Pons, Francisco (2013). Emotion understanding at school: Retrospect and Prospect. Keynote.
  • Pons, Francisco (2012). Emotion understanding at school: Evaluation and intervention. Guest lecture.
  • Pons, Francisco (2012). Metacognition and metaemotion in children. Keynote.
  • Cuisinier, F.; Clavel, C. & Pons, Francisco (2011). Explorer les émotions à l’école: quelles situations pour quelles pratiques pédagogiques? Paper.
  • Bender, P.; Esbjørn, B.; Reinholdt-Dunne, M. & Pons, Francisco (2011). Emotion regulation and childhood anxiety: Gender differences? Paper.
  • Sala, N. S; Molina, P. & Pons, Francisco (2011). Analysis of the relationship between defense mechanisms and emotion regulation stratergies. Paper.
  • Andersen, Bettina Gamskjær & Pons, Francisco (2011). Children’s understanding of the development of emotions. Poster.
  • Bender, P.; Reinholdt-Dunne, M.; Esbjørn, B. & Pons, Francisco (2011). Emotion regulation, anxiety and depression in typical children and adolescents. Paper.
  • Zambrana, Imac Maria; Ystrøm, Eivind & Pons, Francisco (2011). Predicting late development of language comprehension from 18 to 36 months. Paper.
  • Pons, Francisco; Rochat, P. & Rodriguez, C. (2011). Is Piaget still alive? Invited Paper.
  • Pons, Francisco (2011). Las emociones en la escuela. Guest lecture.
  • Pons, Francisco (2011). Ecole et émotions.
  • Pons, Francisco (2011). O ensino da compreensão das emoções.
  • Pons, Francisco (2011). Emoção e cognição.
  • Pons, Francisco (2011). Cognition and emotion: Myths and realities.
  • Zambrana, Imac Maria; Ystrøm, Eivind & Pons, Francisco (2010). Early nonverbal communication and language from 18 to 36 months: A population study. Poster.
  • Pons, Francisco (2010). Å gå i døden for noen. [Internet]. Journalen.no.
  • Pons, Francisco (2010). Lurer du på mer om følelser? [Radio]. Radio Nova .
  • Pons, Francisco (2010). Emotion understanding in children: Impact of age, culture and individual differences. Invited Paper.
  • Pons, Francisco; de Rosnay, Marc & Cuisinier, Frédérique (2010). Cognition and emotion. In Peterson, Penelope; Baker, Eva & McGaw, Barry (Ed.), International Encyclopedia of Education, Third edition, Volume 5. Elsevier. ISSN 978-0-08-044893-0. p. 218–224.
  • Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (2010). Emotions in research and practice: An introduction. In Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Ed.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. p. 7–16.
  • Businaro, Nicoletta; Albanese, O. & Pons, Francisco (2010). L'impatto dell'intelligenza, della regolazione e dell'esperienza emotiva sulla soddisfazione di vita a 10-11 anni.

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Published Feb. 1, 2016 11:46 AM - Last modified June 2, 2021 10:27 AM