Francisco Pons

Avdelingsleder for helse-, utviklings- og personlighetspsykologi - Psykologisk institutt
Professor - Psykologisk institutt
Bilde av Francisco Pons
English version of this page
Telefon +47 22845209
Rom V04-06
Brukernavn
Besøksadresse Forskningsveien 3A Harald Schjelderups hus 0373 OSLO
Postadresse Postboks 1094 Blindern 0317 Oslo

Faglige interesser

  • Emosjonsutvikling (inkludert emosjonell kompetanse og relasjonen mellom kognisjon og emosjon)
  • Metakognitiv Utvikling (inkludert Theory of Mind & bevissthet)
  • Kognitiv utvikling (inkludert Piaget og Neo-Piagetianske modeller & Forståelse av endring over tid, kjønn og makt)
  • Utvikling og utdannelse (inkludert integrering av utviklingsforskning og utdannelse)

Normalt og ikke-normalt utviklende barn og ungdommer (døve, autistiske, misbrukte, mentalt utviklingshemmede) fra vestlige og ikke-vestlige kulturer (e.g. Quechua fra Peru, Fongbe fra Benin, Arabisk kristne og muslimer fra Libanon, Velstående og fattige barn fra Brasil). Mange av disse forskningsprosjektene er finansiert av eksterne forskningsmidler (Canada, Frankrike, Norge, Spania & Sveits)

Undervisning (2007-2019)

  • Coordinator of the 5th semester of the clinical programme
  • PSY1200 - Innføring i utviklingspsykologi
  • PSY2206 - Cognition, emotion and language
  • PSYC3200 - Utviklingspsykologi
  • PSY4203 - Emotional Development
  • PSY4204 - Hands-on training in emotional and cognitive development
  • PSY9202 - Forskningsseminar i utviklingspsykologi

Bakgrunn

Utdanning

  • 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.

Arbeidserfaring

  • 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.

Verv

Psykologisk Institutt & UiO

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

Honorary positions & Prizes

  • 2019 -: Honorary Member of the Russian Academy of Sciences (Education).

  • 2019: Lev Vygotsky Award 2019, European Federation of Psychologists Associations (EFPA)

  • 2010: Undervisningsprisen (PSI, UiO)

  • 2007 - 2012: Adjunct Professor – Department of Communication and Psychology, Faculty of Humanities, University of Aalborg, Aalborg, Denmark.
  • 2007 & 2008: 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)
    • University of Milano-Bicocca (Italy)
    • Torino University (Italy)
    • Oslo Universtiy (Oslo)
    • Lisbon University (Portugal)
    • Lomonosov Moscow State University (Russia)
    • UNED - Madrid (Spain)
    • University Jaume I (Spain)
    • Alicante University (Spain)
    • Geneva University (Switzerland)
    • Oxford University (United Kingdom)

13 Eksterne midler (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)

Samarbeid

  • Brazil: Antonio Roazzi (Federal University of Pernambuco)
  • Canada: Marie-France Daniel (University of Montréal)
  • Denmark: Patrick 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)

 

Emneord: Utviklingspsykologi, Avdeling for helse- utviklings- og personlighetspsykologi

Publikasjoner

  • 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, s. 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. Fulltekst i vitenarkiv
  • 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. 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. Fulltekst i vitenarkiv
  • 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. s. 1–19. doi: 10.1080/15248372.2020.1741365.
  • Charafeddine, Rawan; Zambrana, Imac Maria; Triniol, Benoit; Mercier, Hugo; Clement, Fabrice & Kaufmann, Laurence [Vis alle 9 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv
  • 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), s. 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), s. 512–517. doi: 10.1177/0165025417741366. Fulltekst i vitenarkiv
  • 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), s. 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), s. 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, s. 1–9.
  • Harris, P.; de Rosnay, M. & Pons, Francisco (2016). Understanding emotion. I Feldman Barret, L.; Lewis, M. & Haviland-Jones, J. (Red.), Handbook of emotions - 4th edition. Guilford Press. ISSN 9781462525348. s. 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), s. 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), s. 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. Fulltekst i vitenarkiv
  • 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. I Roazzi, A.; Campello, B. & Bilsky, W. (Red.), Facet Theory: Searching for structure in complex social, cultural and psychological phenomena. Editora UFPE. ISSN 978-85-415-0282-5. s. 66–84.
  • Roazzi, A.; Rocha, A.; Candeias, A.; Lopes-da-Silva, A.; Minervino, C. & Roazzi, M. [Vis alle 7 forfattere av denne artikkelen] (2015). Social competence and emotion comprehension: How are they related in children? I Roazzi, A.; Campello, B. & Bilsky, W. (Red.), Facet Theory: Searching for structure in complex social, cultural and psychological phenomena. Editora UFPE. ISSN 978-85-415-0282-5. s. 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. I Crahay, M. & Dutrevis, M. (Red.), Psychologie des apprentissages scolaires.. De Boeck Superieur. ISSN 9782807300040. s. 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, s. 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, s. 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), s. 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), s. 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), s. 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), s. 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), s. 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), s. 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), s. 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), s. 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. I Albanese, Ottavia & Fiorilli, Caterina (Red.), Le emozioni a scuola: Riconoscerle, comprenderle e intervenire efficacemente. Edizioni Erickson. ISSN 978-88-590-0020-4. s. 131–152.
  • Doudin, Pierre-André; Pfulg, Laurent; Pons, Francisco & Martin, Daniel (2012). Un intervento per favorire l’integrazione scolastica di bambini gravemente abusati. I Albanese, Ottavia & Fiorilli, Caterina (Red.), Le emozioni a scuola: Riconoscerle, comprenderle e intervenire efficacemente. Edizioni Erickson. ISSN 978-88-590-0020-4. s. 37–54.
  • Pons, Francisco; Doudin, Pierre-André & Harris, Paul. L. (2012). La comprensione delle emozioni. I Albanese, Ottavia & Fiorilli, Caterina (Red.), Le emozioni a scuola: Riconoscerle, comprenderle e intervenire efficacemente. Edizioni Erickson. ISSN 978-88-590-0020-4. s. 15–36.
  • Pons, Francisco; de Rosnay, Marc & Frédérique, Cuisinier (2012). Cognition and Emotion. I Jarvela, Sanna (Red.), Social and Emotional Aspects of Learning. Elsevier. ISSN 9780123814777. s. 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), s. 146–155. doi: 10.1097/DBP.0b013e31823d4f83.
  • Pons, Francisco; Harris, Paul & de Rosnay, Marc (2012). Piaget and consciousness: Retrospect and prospect. I Valisiner, Jaan (Red.), History and theory of psychology. Transaction Publishers. s. 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. s. 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. I Grazzani Gavazzi, I. & Riva Crugnola, C. (Red.), Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Edizioni Unicopli. ISSN 9788840015217. s. 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), s. 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), s. 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, s. 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. I Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 17–38.
  • Cuisinier, Frédérique; Clavel, Celine; de Rosnay, Marc & Pons, Francisco (2010). Emotional experiences at the elementary school: Theoretical and pragmatic issues. I Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 175–202.
  • Pons, Francisco; de Rosnay, Marc; Andersen, Bettina Gamskjær & Cuisinier, Frédérique (2010). Emotional competences: Development and intervention. I Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 203–238.
  • Andersen, Bettina Gamskjær; Pons, Francisco & de Rosnay, Marc (2010). Emosjonell kompetanse hos små barn. I Kvello, Øyvind (Red.), Barnas Barnehage 2 - Barn i utvikling. Gyldendal Akademisk. ISSN 978-82-05-39973-0. s. 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), s. 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, s. 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), s. 12–18.
  • Roazzi, A.; Dias, M.; Minervino, C.; Dias, M. & Pons, Francisco (2009). Children’s comprehension of emotion. A cross-cultural investigation. I Elizur, D. & Yaniv, E. (Red.), Theory construction and multivariate analysis: Applications of Facet Approach. FTA Publications. ISSN 9789657473016. s. 109–123.
  • Pons, Francisco; de Rosnay, M.; Harris, P. & Lecce, S. (2009). Theory of Mind and language in children. Impuls : Tidsskrift for psykologi. ISSN 0801-2911. 3, s. 30–41.
  • Doudin, P.A.; Lafortune, L.; Pons, Francisco & Moreau, J. (2009). Le paradoxe de certaines mesures d'aide à l'intégration scolaire: quand l'aide mène à l'exclusion. Revue des Sciences de l'Éducation. ISSN 0318-479X. 35(1), s. 41–53.
  • de Rosnay, M.; Pons, Francisco & Harris, P. (2008). Perché il "Test di Comprensione delle Emozioni" (TEC)? I Albanese, O. & Molina, P. (Red.), Lo sviluppo della comprensione delle emozioni e la sua valutazione. La standarizzazione italiana del Test di Comprensione delle Emotizioni (TEC). Edizioni Unicopli. ISSN 9788840012636. s. 9–17.
  • Harris, P.; de Rosnay, M. & Pons, Francisco (2008). Language and child's understanding of mental states. I Lynn, S. Liben (Red.), Current directions in developmental psychology. Allyn & Bacon. ISSN 0-205-59750-5. s. 95–102.
  • de Rosnay, M.; Harris, P. & Pons, Francisco (2008). Emotion understanding and developmental psychopathology in young children. I Sharp, C.; Fonagy, P. & Goodyer, I. (Red.), Social cognition and developmental psychopathology. Oxford University Press. ISSN 9780198569183. s. 343–385.
  • Farina, E.; Albanese, O. & Pons, Francisco (2008). Making inferences and individual differences in emotion understanding. Psychology of Language and Communication. ISSN 1234-2238. 11(2), s. 3–19.
  • Barone, L.; Albanese, O. & Pons, Francisco (2007). Il test della comprensione delle emozioni. I Barone, L. (Red.), Emozioni e sviluppo. Carocci editore. ISSN 9788843040971. s. 200–210.
  • Pons, Francisco; de Rosnay, M.; Doudin, P.-A.; Harris, P. & De Stasio, S. (2007). Comprensione sociale ed emotiva nei bambini. I Pinelli, M. (Red.), Metacognizione, emozioni, teoria della mente: Relazioni e strumenti di misure. Uni.Nova. s. 25–48.
  • Molina, P.; Albanese, O.; Antoniotti, C.; Arati, L.; Farina, E. & Grazzani Gavazzi, I. [Vis alle 7 forfattere av denne artikkelen] (2007). Una misura della competenza emotive in bambini tra I 3 e gli 11 anni: il TEC (Test of Emotion Comprehension). I Pinelli, M. (Red.), Metacognizione, emozioni, teoria della mente: Relazioni e strumenti di misure. Uni.Nova. s. 7–24.
  • Pons, Francisco; Doudin, P.-A. & Cuisinier, F. (2007). Nature, causes et fonctions de la conscience. I Pons, Francisco & Doudin, P.-A. (Red.), La conscience: perspectives éducatives et psychologiques. Presses de L'Université du Québec. ISSN 9782760514751. s. 7–32.
  • Pons, Francisco & Doudin, P.-A. (2007). La conscience: perspectives éducatives et psychologiques. Une introduction. I Pons, Francisco & Doudin, P.-A. (Red.), La conscience: perspectives éducatives et psychologiques. Presses de L'Université du Québec. ISSN 9782760514751. s. 1–6.
  • Pons, Francisco; Doudin, P.-A. & Cuisinier, F. (2007). Er integrering af forskning og praksis en utopi? I Brinkmann, B. & Tanggaard, L. (Red.), Psykologi: Forskning og profession. Hans Reitzels Forlag. ISSN 9788741251318. s. 49–68.
  • Boucher, J.; Pons, Francisco; Lind, S. & Williams, D. (2007). Temporal cognition in children with autistic spectrum disorders: Tests of diachronic thinking. Journal of Autism and Developmental Disorders. ISSN 0162-3257. 37, s. 1413–1429.
  • Pons, Francisco; Harris, P. & de Rosnay, M. (2006). Betydningen af barnets sprog og familiens samtaleaktiviteter for barnets Theory of Mind. I Jantzen, C. & Thellesen, T. (Red.), Videnskabelig begrebsdannelse. Aalborg Universitetsforlag. ISSN 87-7307-776-3. s. 93–106.
  • Albanese, O.; Grazzani Gavazzi, I.; Molina, P.; Antoniotti, C.; Arati, L. & Farina, E. [Vis alle 7 forfattere av denne artikkelen] (2006). Italian standardization of the Test of Emotion Comprehension. I Pons, Francisco; Daniel, M.F.; Lafortune, Louise; Doudin, P.A. & Albanese, Ottavia (Red.), Toward emotional competences. Aalborg Universitetsforlag. ISSN 978-87-7307-785-6. s. 39–53.
  • Pons, Francisco; Daniel, D.M.; Lafortune, Louise; Doudin, P.-A. & Albanese, O. (2006). Toward emotional competences: An introduction. I Pons, Francisco; Daniel, M.F.; Lafortune, Louise; Doudin, P.A. & Albanese, Ottavia (Red.), Toward emotional competences. Aalborg Universitetsforlag. ISSN 978-87-7307-785-6. s. 13–17.
  • Pons, Francisco; de Rosnay, M.; Doudin, P.-A.; Harris, P. & Cuisinier, F. (2006). Emotion understanding as a reflective emotional competence: Between experiences and symbols. I Pons, Francisco; Daniel, M.F.; Lafortune, Louise; Doudin, P.A. & Albanese, Ottavia (Red.), Toward emotional competences. Aalborg Universitetsforlag. ISSN 978-87-7307-785-6. s. 19–38.
  • Albanese, O.; Grazzani Gavazzi, I.; Molina, P.; Antoniotti, C.; Arati, L. & Farina, E. [Vis alle 7 forfattere av denne artikkelen] (2006). La comprensione delle emozioni nei bambini: Dati preliminari del progetto Italiano dei validazione del Test of Emotion Comprehension (TEC). I Albanese, O.; Daniel, M.F.; Doudin, P.-A.; Lafortune, L. & Pons, Francisco (Red.), Competenza emotive tra psicologia ed educazione. Franco Angelini. ISSN 8846473361. s. 35–47.
  • Albanese, O.; Daniel, M.F.; Doudin, P.-A.; Lafortune, Louise & Pons, Francisco (2006). Introduzione. I Albanese, O.; Daniel, M.F.; Doudin, P.-A.; Lafortune, L. & Pons, Francisco (Red.), Competenza emotive tra psicologia ed educazione. Franco Angelini. ISSN 8846473361. s. 11–14.
  • Pons, Francisco; Doudin, P.-A.; Harris, P. & de Rosnay, M. (2006). La comprensione delle emozioni tra intelletto e affectto. I Albanese, O.; Daniel, M.F.; Doudin, P.-A.; Lafortune, L. & Pons, Francisco (Red.), Competenza emotive tra psicologia ed educazione. Franco Angelini. ISSN 8846473361. s. 15–34.
  • Grazzani Gavazzi, I.; Molina, P.; Albanese, O.; Antoniotti, C.; Arati, L. & Farina, E. [Vis alle 8 forfattere av denne artikkelen] (2006). Metacognizione ed emozioni: la comprensione delle emozioni nei bambini. I Pinelli, M. & Trubini, C. (Red.), Metacognizione: modelli a confronto. Uni.Nova. s. 121–132.
  • Pons, Francisco; de Ribaupierre, A. & Poget, L. (2006). The age variable in cognitive developmental psychology. I Sauvain-Dugerdil, C.; Leridon, H. & Mascie-Taylor, N. (Red.), Human clocks. The bio-cultural meanings of age. Peter Lang Publishing Group. ISSN 978-3-03910-785-8. s. 101–123.
  • Daniel, M.F.; Doudin, P.-A. & Pons, Francisco (2006). Children´s representations of violence: Impacts of cognitive stimulation and philosophical nature. Journal of Peace Education. ISSN 1740-0201. 3(2), s. 209–234.
  • Harris, P.; Pasquini, E.; Duke, S.; Asscher, J. & Pons, Francisco (2006). Germs and angels: The role of testimony in young children’s ontology. Developmental Science. ISSN 1363-755X. 9(1), s. 76–96.
  • Doudin, P.-A. & Pons, Francisco (2006). Comprendre ses émotions à l'école. Prismes. ISSN 1630-6007. 4, s. 11–15.
  • Doudin, P.-A.; Pons, Francisco; Pfulg, L. & Martin, D. (2005). How to facilitate the school integration of abused children? I Pons, Francisco; Hancock, P; Lafortune, Louise & Doudin, P.-A. (Red.), Emotions in learning. Aalborg Universitetsforlag. ISSN 9788773077368. s. 41–58.
  • Lafortune, L. & Pons, Francisco (2005). The role of anxiety in metacognition in mathematics. I Pons, Francisco; Hancock, P; Lafortune, Louise & Doudin, P.-A. (Red.), Emotions in learning. Aalborg Universitetsforlag. ISSN 9788773077368. s. 139–161.
  • Pons, Francisco; Doudin, P.-A.; Harris, P. & de Rosnay, M. (2005). Helping children to improve their emotion comprehension. I Pons, Francisco; Hancock, P; Lafortune, Louise & Doudin, P.-A. (Red.), Emotions in learning. Aalborg Universitetsforlag. ISSN 9788773077368. s. 15–39.
  • Pons, Francisco; Hancock, P; Lafortune, L. & Doudin, P.-A. (2005). Emotions in Learning: Conceptualization and intervention. I Pons, Francisco; Hancock, P; Lafortune, Louise & Doudin, P.-A. (Red.), Emotions in learning. Aalborg Universitetsforlag. ISSN 9788773077368. s. 11–13.
  • Lafortune, Louise; Daniel, M.F.; Doudin, P.-A.; Pons, Francisco & Albanese, O. (2005). Introduction. I Lafortune, Louise; Daniel, D.M.; Doudin, P.-A.; Pons, Francisco & Albanese, O. (Red.), Pédagogie et psychologie des émotions. Presses de l’Université du Québec. ISSN 2-7605-1360-2. s. 1–5.
  • Pons, Francisco; Doudin, P.-A.; Harris, P. & de Rosnay, M. (2005). La compréhension des émotions: entre affect et intellect. I Lafortune, Louise; Daniel, D.M.; Doudin, P.-A.; Pons, Francisco & Albanese, O. (Red.), Pédagogie et psychologie des émotions. Presses de l’Université du Québec. ISSN 2-7605-1360-2. s. 183–206.
  • Harris, P. L.; de Rosnay, M. & Pons, Francisco (2005). Language and children’s understanding of mental states. Current Directions in Psychological Science. ISSN 0963-7214. 14(2), s. 69–73.
  • Pons, Francisco & Harris, P. (2005). Longitudinal change and longitudinal stability of individual differences in children's emotion understanding. Cognition & Emotion. ISSN 0269-9931. 19(8), s. 1158–1174.
  • Pons, Francisco; Harris, P. & Doudin, P.-A. (2005). Ensenyar a comprendre les emocions. Suports. ISSN 1138-4336. 7(1), s. 44–53.
  • Doudin, P.-A.; Pons, Francisco; Pflug, L. & Martin, D. (2004). Une intervention pour favoriser l’intégration scolaire d’enfants gravement abusés. I Lafortune, Louise; Doudin, P.-A.; Pons, Francisco & Hancock, D. (Red.), Les émotions à l’école. Presses de l'Université du Québec. ISSN 2-7605-1290-8. s. 33–52.
  • Lafortune, L.; Doudin, P.-A.; Pons, Francisco & Hancock, D.R. (2004). Les émotions à l’école: comprehension et intervention. I Lafortune, Louise; Doudin, P.-A.; Pons, Francisco & Hancock, D. (Red.), Les émotions à l’école. Presses de l'Université du Québec. ISSN 2-7605-1290-8. s. 1–6.
  • Lafortune, Louise & Pons, Francisco (2004). Le rôle de l’anxiété dans la métacogndition: une réflexion vers des actions. I Lafortune, Louise; Doudin, P.-A.; Pons, Francisco & Hancock, D. (Red.), Les émotions à l’école. Presses de l'Université du Québec. ISSN 2-7605-1290-8. s. 145–169.
  • Pons, Francisco (2004). Postfazione. I Grazzani Gavazzi, I. (Red.), La competenza emotive: studi e ricerche nel ciclo di vita. Edizioni Unicopli. ISSN 8840009701. s. 297–300.
  • Pons, Francisco; Doudin, P.-A. & Harris, P.L. (2004). La compréhension des émotions: développement, différences individuelles, causes et interventions. I Lafortune, Louise; Doudin, P.-A.; Pons, Francisco & Hancock, D. (Red.), Les émotions à l’école. Presses de l'Université du Québec. ISSN 2-7605-1290-8. s. 6–31.
  • Martin, D.; Doudin, P.-A.; Pons, Francisco & Lafortune, L. (2004). Rôle et objets de la prise de conscience en éducation. I Pallascio, R.; Daniel, M.F. & Lafortune, L. (Red.), Pensée et réflexivité: théories et pratiques éducatives. Presses de l'Université du Québec. ISSN 2-7605-1284-3. s. 37–52.
  • Pons, Francisco; Doudin, P.-A.; Martin, D.; Lafortune, L. & Harris, P. (2004). Psychogenèse de la conscience et pensée réflexive. I Pallascio, R.; Daniel, M.F. & Lafortune, L. (Red.), Pensée et réflexivité: théories et pratiques éducatives. Presses de l'Université du Québec. ISSN 2-7605-1284-3. s. 13–36.
  • Tenenbaum, H.; Visscher, P.; Pons, Francisco & Harris, P. (2004). Emotion understanding in Quechua children from an agro-pastoralist village. International Journal of Behavioral Development. ISSN 0165-0254. 28(5), s. 471–478.
  • Pons, Francisco; Harris, P. & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organizations. European Journal of Developmental Psychology. ISSN 1740-5629. 1(2), s. 127–152.
  • de Rosnay, M.; Pons, Francisco; Harris, P. & Morrell, J. (2004). A lag between understanding false belief and emotion attribution in young children: Relationships with context, language ability, and mother’s mental state language. British Journal of Developmental Psychology. ISSN 0261-510X. 22, s. 197–218.
  • Doudin, P.-A.; Pons, Francisco; Martin, D. & Lafortune, L. (2003). Croyances et connaissances: analyse de deux rapports aux savoirs. I Lafortune, L.; Deaudelin, C.; Doudin, P.-A. & Martin, D. (Red.), Conceptions, croyances et representations. Presses de l'Université du Québec.. ISSN 2-7605-1250-9. s. 1–26.
  • de Ribaupierre, A.; Pons, Francisco & Poget, L. (2003). L’âge en psychologie du développement. I Cavalli, S. & Fragnière, J.-P. (Red.), L’avenir. Attentes, projets, illusions, ouvertures. Editions réalités sociales. ISSN 2-88146-126-3. s. 1–25.
  • Harris, P. & Pons, Francisco (2003). Perspectives actuelles sur le développement de la compréhension des émotions chez l'enfant. I Colletta, J.-M. & Tcherkassof, A. (Red.), Les émotions. Cognition, langage et développement. Mardaga. ISSN 2-7475-3695-5. s. 209–228.
  • Doudin, P.-A. & Pons, Francisco (2003). L'identité culturelles d'élèves migrants. I Dolfini, M. & Roos, E. (Red.), Intégration aux frontiers culturelle et linguistiques. Swiss Academy for Development.. s. 37–42.
  • Pons, Francisco; Lawson, J.; Harris, P. & de Rosnay, M. (2003). Individual differences in children's emotion understanding: Effects of age and language. Scandinavian Journal of Psychology. ISSN 0036-5564. 44(4), s. 347–353.
  • Doudin, P.-A.; Pons, Francisco & Pfulg, L. (2002). Enfants abusés: un exemple de partenariat entre une institution spécialisée et un établissement scolaire. I Petitpierre, G. (Red.), Enrichir les compétences. Edition SZH/SPC. ISSN 978-3-908262-23-7. s. 55–64.
  • Pons, Francisco; Doudin, P.-A.; Harris, P. & de Rosnay, M. (2002). Métaémotion et intégration scolaire. I Lafortune, L. & Mongeau, P. (Red.), L'affectivité dans l'apprentissage. Presses de l'Université du Québec. ISSN 2-7605-1166-9. s. 7–28.
  • Pons, Francisco; Montangero, J.; Quadir, N. & Bazan, C. (2002). Tendencia diacrónica y niveles de conocimiento en el niño: el caso de la comprensión de la enfermedad. Psicología Iberoamericana. ISSN 1665-1677. 10(3), s. 23–30.
  • Doudin, P.A.; Martin, D. & Pons, Francisco (2002). Dans une perspective métacognitive. Cahiers Pédagogiques. ISSN 1629-7636. 408, s. 32–34.
  • Pons, Francisco; Harris, P. & Doudin, P.-A. (2002). Teaching emotion understanding. European Journal of Psychology of Education. ISSN 0256-2928. 17(3), s. 293–304.
  • Pons, Francisco & de Ribaupierre, A. (2002). Les courbes mécaniques: différences d’âge et différences individuelles. Bulletin de Psychologie. ISSN 0007-4403. 55(2/458), s. 123–135.
  • Crochet, B.; Pons, Francisco & Bovet, P. (2001). Le problème du voyageur de commerce: première étude développementale. I Gerhard, U. (Red.), Psychologie et qualité de vie. Editions Universitaires Fribourg. ISSN 2-8271-0832-1. s. 108–110.
  • Harris, P. & Pons, Francisco (2001). Perspectives actuelles sur la compréhension des émotions. I Colletta, M. & Tcherkassof, A. (Red.), Emotions, interactions et développement. Actes du CI, Université de Grenoble. ISSN 2-7475-2475-2. s. 49–64.
  • Pons, Francisco (2001). Développement des capacités de différenciation et de coordination à une épreuve opératoire de représentation spatiale. I Gerhard, U. (Red.), Psychologie et qualité de vie. Editions Universitaires Fribourg. ISSN 2-8271-0832-1. s. 104–107.
  • Pons, Francisco & Doudin, P.-A. (2001). La conscience: de Piaget aux sciences cognitives contemporaines. Intellectica. ISSN 0769-4113. 33(2), s. 125–143.
  • Pons, Francisco & Harris, P. (2001). Piaget's conception of the development of consciousness: An Examination of two hypotheses. Human Development. ISSN 0018-716X. 44(4), s. 220–227.
  • Doudin, P.-A. & Pons, Francisco (2001). Les élèves d'origine étrangère: entre intégration et ségrégation. Résonance. ISSN 1241-5278. 9, s. 20–22.
  • Doudin, P.-A.; Pons, Francisco & Pfulg, L. (2001). Intégration scolaire d'enfants abusés: partenariat entre école et institution spécialisée. Psychoscope. ISSN 1420-620X. 22(8), s. 26–29.
  • Doudin, P.-A.; Pfulg, L. & Pons, Francisco (2001). La philosophie pour enfant: un instrument pour développer les compétences métacognitives et un peu plus? Educateur. ISSN 1241-3496. 7, s. 14–15.
  • Pons, Francisco & Doudin, P.-A. (2000). Niveaux de conscience et développement: entre métacognition et métaémotion. I Vogel, C. & Thommen, E. (Red.), Lire les passions. Peter Lang Publishing Group. ISSN 978-3-906766-34-8. s. 111–132.
  • Pons, Francisco & de Rosnay, M (2000). Review of Sternberg's "Nature of cognition". Swiss Journal of Psychology. ISSN 1421-0185. 59(3), s. 215–216.
  • Montangero, J.; Pons, Francisco & Cattin, J.-P. (2000). The diachronic approach and resolution to interpersonal conflict. British Journal of Developmental Psychology. ISSN 0261-510X. 18, s. 415–429.
  • Pons, Francisco; Doudin, P.-A. & Pini, J. (2000). Identité culturelle et scolarité d'élèves portugais en Suisse. Revue Suisse des Sciences de l'Education. ISSN 0044-3484. 3, s. 585–606.
  • Pons, Francisco; Harris, P. & de Rosnay, M. (2000). La compréhension des émotions chez l'enfant. Psychoscope. ISSN 1420-620X. 21(9), s. 29–32.
  • Pons, Francisco (1999). Consciences et fonctionnements cognitifs. I Favez, N.; Millan, R. & de Roten, Y. (Red.), Modes de régulation dans le développement de l’enfant. Actes du GROFRED. s. 325–334.
  • Pons, Francisco & Montangero, J. (1999). Is the diachronic thought a specific reasoning ability? Swiss Journal of Psychology. ISSN 1421-0185. 58(3), s. 191–200.
  • Reis, J.; Montangero, J. & Pons, Francisco (1999). L'organisation séquentielle des rêves: narration, script ou simulation d'épisodes vécus? Bulletin de Psychologie. ISSN 0007-4403. 52(4), s. 399–408.
  • Doudin, P.-A.; Pons, Francisco & Moreau, J. (1998). Dificuldades de integração escolar dos alunos portugueses: causas e remediaçaões. I Arroteia, J. & Doudin, P.-A. (Red.), Trajectórias socias e culturais de jovens portugueses no espaço europeu: questoes multiculturais e de integração. Universidade de Aveiro. ISSN 972-8021-74-7. s. 157–182.
  • Jaffé, P.; Pons, Francisco & Rey, H. (1998). Detained with their mothers: Psychological implication for the child. I Behera, D.K. (Red.), Children and childhood in our contemporary societies. Kamla-Raj. ISSN 81-261-3144-6. s. 145–155.
  • Pons, Francisco; Doudin, P.-A. & Pini, J. (1998). Modalidades de aculturação e de integração de adolescentes portugueses. I Arroteia, J. & Doudin, P.-A. (Red.), Trajectórias socias e culturais de jovens portugueses no espaço europeu: questoes multiculturais e de integração. Universidade de Aveiro. ISSN 972-8021-74-7. s. 93–109.
  • Montangero, J & Pons, Francisco (1998). Review of Chalon-Blanc's "Introduction à Piaget". Archives de Psychologie. ISSN 0003-9640. 66, s. 137–138.
  • Jaffé, P.; Pons, Francisco & Rey, H. (1997). Children imprisoned with their mothers: Psychological implications. I Redondo, S.; Garrido, J; Perez, J. & Barberet, R. (Red.), Advances in psychology and law: International contributions. Walter de Gruyter (De Gruyter). ISSN 3-11-015615-6. s. 399–407.
  • Pons, Francisco (1997). Conscience et sciences cognitives. Comment définir et mesurer la conscience? Psychoscope. ISSN 1420-620X. 17(5), s. 11–14.
  • Montangero, J.; Pons, Francisco & Scheidegger, P. (1996). The evolution of conceptions of biological transformations. I Montangero, J. (Red.), Understanding changes in time. Taylor & Francis. ISSN 0748404716. s. 20–29.
  • Montangero, J.; Pons, Francisco & Scheidegger, P. (1996). The representation of changes associated with human activity which are not necessarily predictable. I Montangero, J. (Red.), Understanding changes in time. Taylor & Francis. ISSN 0748404716. s. 130–149.
  • Thomas, L.; Pons, Francisco & de Ribaupierre, A. (1996). Attentional capacity and cognitive level in the balance task. Current Psychology of Cognition. ISSN 1118-1125. 15(2), s. 137–172.
  • Montangero, J. & Pons, Francisco (1995). L'introduction du passé et du futur dans la description d'une situation présente: étude du développement de la tendance diachronique. L'Année Psychologique. ISSN 0211-0040. 95, s. 621–644.
  • Pons, Francisco (1992). Conscience et cognition. I Reith, E. (Red.), Rencontres de Psychologie. Actes de l'ACIP. s. 54–93.

Se alle arbeider i Cristin

  • Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (2010). Emotions in research and practice. Aalborg Universitetsforlag. ISBN 9788773079959. 256 s.
  • Pons, Francisco & Doudin, P.-A. (2007). La conscience: perspectives éducatives et psychologiques. Presses de L'Université du Québec. ISBN 9782760514751. 163 s.
  • Pons, Francisco; Daniel, M.F.; Lafortune, Louise; Doudin, P.A. & Albanese, Ottavia (2006). Toward emotional competences. Aalborg Universitetsforlag. ISBN 978-87-7307-785-6. 248 s.
  • Albanese, O.; Daniel, M.F.; Doudin, P.-A.; Lafortune, L. & Pons, Francisco (2006). Competenza emotive tra psicologia ed educazione. Franco Angelini. ISBN 8846473361. 223 s.
  • Lafortune, Louise; Daniel, D.M.; Doudin, P.-A.; Pons, Francisco & Albanese, O. (2005). Pédagogie et psychologie des émotions. Presses de l’Université du Québec. ISBN 2-7605-1360-2. 266 s.
  • Pons, Francisco; Hancock, P; Lafortune, Louise & Doudin, P.-A. (2005). Emotions in learning. Aalborg Universitetsforlag. ISBN 9788773077368. 182 s.
  • Lafortune, Louise; Doudin, P.-A.; Pons, Francisco & Hancock, D. (2004). Les émotions à l’école. Presses de l'Université du Québec. ISBN 2-7605-1290-8. 176 s.

Se alle arbeider i Cristin

  • 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 [Vis alle 9 forfattere av denne artikkelen] (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. [Internett]. 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. I Peterson, Penelope; Baker, Eva & McGaw, Barry (Red.), International Encyclopedia of Education, Third edition, Volume 5. Elsevier. ISSN 978-0-08-044893-0. s. 218–224.
  • Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (2010). Emotions in research and practice: An introduction. I Pons, Francisco; de Rosnay, Marc & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 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.
  • Pons, Francisco (2010). La compréhension des émotions chez les adolescents abusés.
  • Pons, Francisco (2009). Comprensión emocional: evaluación e intervención en el contexto escolar.
  • Andersen, Bettina Gamskjær & Pons, Francisco (2009). Children’s understanding of the impact of age on the regulation and the control of emotions.
  • Pons, Francisco (2009). Attachment development: Retrospect and Prospect.
  • Pons, Francisco (2009). Social cognition and language.
  • Nives Sala, M.; Molina, P.; Freilone, F. & Pons, Francisco (2009). Analisi della relazione fra meccanismi di difesa e regaolazione delle emozioni.
  • Andersen, Bettina Gamskjær & Pons, Francisco (2009). Children’s understanding of the impact of age on the ability to regulate feelings and control emotional expressions.
  • Pons, Francisco (2008). Théorie de l'Esprit et Autisme.
  • Pons, Francisco (2008). Attachement et Développement Cognitif.
  • Fidalgo, A.; Bartram, D.; Quintanilla, L.; Fernández, R. & Pons, Francisco (2008). Effect of the choice of scores assigned to the response variable on the Mantel test.
  • Pons, Francisco (2008). Qu'est-ce qu'un(e) psychologue?
  • Pons, Francisco (2008). Décalage dans la compréhension de la relation entre affect et intellect chez l'enfant.
  • Pons, Francisco (2008). La compréhension des émotions chez l'élève et l'enseignant.
  • Pons, Francisco (2008). Cuatro conferencias sobre el desarrollo emocional.
  • Pons, Francisco (2007). La compréhension des émotions à l'école.
  • Bender, P.; Pons, Francisco; Harris, P. & de Rosnay, M. (2007). Children's understanding of the impact of false beliefs on emotions: Self and other.
  • Pons, Francisco (2007). The Test of Emotion Comprehension (TEC) for the evaluation of emotion understanding.
  • Gamskjær Andersen, B. & Pons, Francisco (2007). Does auditory reinforcement have an impact on the working memory of children with autism spectrum disorders?
  • Pons, Francisco (2007). La compréhension des émotions chez l'enfant: Entre recherche et pratique.
  • Gamskjær Andersen, B. & Pons, Francisco (2007). Are typical people able to recognize emotions in people with autism?
  • Kristofersdottir, G. & Pons, Francisco (2007). Understanding mixed emotions and psychological well-being in Icelandic adolescent girls.
  • Pons, Francisco (2006). Children’s understanding of the relation between mind and emotion.
  • Pons, Francisco (2006). Cómo ayudamos a los/as niños/as a mejorar su comprensión de las emociones?
  • Pons, Francisco & Bernaschina, F. (2006). Mind, emotion and social understanding in children and adolescents.
  • Pons, Francisco (2006). Com ensenyar a comprendre les emocions?
  • Pons, Francisco (2006). Educare alla competenza emotive.
  • Pons, Francisco (2006). La competenza emotive: tra psicologia ed educazione.
  • Pons, Francisco (2006). Social understanding development.
  • Pons, Francisco (2006). Test of Emotion Comprehension (TEC): Retrospect and Prospect.
  • Pons, Francisco (2006). Competenza emotive e strumenti di valutazione.
  • Pons, Francisco (2006). Executive functions, theory of mind, and emotion understanding in children.
  • Pons, Francisco (2006). Theory of mind, emotion understanding, language and working memory in children.
  • Doudin, P.-A.; Albanese, O. & Pons, Francisco (2006). La psychologie du développment de l’enfant: une discipline transversale?
  • Giménez-Dasí, M. & Pons, Francisco (2006). Imaginary companions, theory of mind and emotion comprehension in children.
  • Nielsen, B.B.; Kalvåg, H. & Pons, Francisco (2006). Impact of the size of the class on pupils’ psychosocial well-being.
  • Lecce, S.; Pons, Francisco; de Rosnay, M.; Caputi, M. & Pagnin, A. (2006). Il ruolo della comprensione delle emozioni e delle credenze nella competenza sociale: uno studio in bambini dai 4 ai 7 ani.
  • Pons, Francisco (2005). La métaémotion chez l’enfant: De l’évaluation à l’intervention.
  • Pons, Francisco (2005). La compréhension des émotions chez l’enfant: Quelques repères dans un terrain encombré.
  • Bender, P.; Kristensen, K. & Pons, Francisco (2005). Emotion understanding in children and adolescents.
  • Pons, Francisco (2005). Apprentissages scolaires et compréhension des émotions.
  • Pons, Francisco (2005). Five questions to improve pupils’ (and maybe also teachers’) emotion comprehension.
  • Pons, Francisco (2005). Five questions to improve pupils’ (and maybe also teachers’) emotion comprehension.
  • Pons, Francisco (2005). Emotion understanding in children: Retrospect and Prospect.
  • Pons, Francisco (2005). Theory of mind in children and adolescents: Past, Present and Future.
  • Daniel, M.F.; Doudin, P.-A. & Pons, Francisco (2005). Children's representations of violence: Impact of cognitive stimulation of a philosophical nature.
  • de Rosnay, M.; Pons, Francisco; Harris, P. & Jensen, B. (2005). Children's understanding of the link between preferences and emotions: Influences of linguistic ability and maternal discourse.
  • Pons, Francisco; Boucher, J.; Lind, S. & William, D. (2005). Temporal cognition in children and adolescents with autism spectrum disorders.
  • Doudin, P.-A.; Martin, D. & Pons, Francisco (2005). Une comparaison des croyances et des pratiques d’enseignants avec ou sans formation pédagogique.
  • Martin, D.; Doudin, P.-A. & Pons, Francisco (2005). Une comparaison des croyances d’étudiants à l’enseignement en début de formation et d’enseignant sans formation pédagogique.
  • Bendixen, T.; Dahl Andreasen, L. & Pons, Francisco (2005). Recognition of basic emotions in mildly depressed young adults.
  • Pons, Francisco; de Rosnay, M. & Philipona Mino, T. (2005). Lag between theory of mind and emotion understanding in young children: Impact of language and working memory.
  • Pons, Francisco; Klausen, T. & Nielsen, A.M. (2005). Modality shift effect (MSE) in children and adolescents: Impact of age and gender.
  • Kristensen, K.; Bender, P. & Pons, Francisco (2005). Mother’s ability to predict their children’s emotion understanding: Impact of maternal mental state discourses.
  • Pons, Francisco (2005). Individual differences in children's emotion understanding.
  • Pons, Francisco (2004). Sviluppo della metaemozione nel bambino: Strumenti di valutazione e intervento educativo.
  • Pons, Francisco (2004). La métaémotion chez l’élève.
  • Pons, Francisco (2004). Conversations and childhood: The impact of conversations on early social, emotional and cognitive development.
  • Doudin, P.-A.; Pons, Francisco & Martin, D. (2004). Evolution des représentations du développement de l’intelligence auprès d’étudiants à l’enseignement : Recherche et dispositif de formation.
  • Hernandez Blasi, C.; Escalera, C. & Pons, Francisco (2004). On the relationship between social adaptation and emotion understanding in adults with mental retardation and children.
  • Pons, Francisco; Doudin, P.-A. & Harris, P. (2004). Emotion understanding by adolescents: Effects of abuse and learning difficulties.
  • Pons, Francisco (2003). Longitudinal stability of individual differences in school children's emotion understanding.
  • Pons, Francisco & Harris, P. (2003). Approches transversales et longitudinales du développement de la compréhension des émotions chez l’enfant.
  • Boucher, J. & Pons, Francisco (2003). Temporal cognition and mental time travel in autism.
  • Harris, P. & Pons, Francisco (2003). Germs, Angels, and Giraffes: Children's understanding of ontology.
  • Doudin, P.-A.; Pons, Francisco & Martin, D. (2003). Approche multidimensionnelle de l'abus chez l'enfant et l'adolescent: métaémotion, métacognition et relations interpersonnelles.
  • Hernandez Blasi, C.; Pons, Francisco; Escalera, C. & Suco, A. (2003). On the role of intelligence on emotional comprehension.
  • Doudin, P.-A. & Pons, Francisco (2003). Metaemotion, metacognition and interpersonal relationships in severe abused children and adolescents.
  • Pons, Francisco; Doudin, P.-A. & Harris, P. (2003). Enseigner la compréhension des émotions: Quel type de programme pour quel type d’élève?
  • Pons, Francisco (2002). Différences individuelles dans la compréhension des émotions chez l'enfant.
  • Pons, Francisco (2002). Théorie de l'esprit et compréhension des émotions chez l'enfant.
  • Pons, Francisco (2002). Compréhension des émotions chez l'enfant: recherches et pratiques.
  • Doudin, P.-A. & Pons, Francisco (2002). Enfants abusés: conséquences développementales et intervention.
  • Pons, Francisco (2002). Psychogenèse de la conscience.
  • Pons, Francisco (2002). Emotion understanding in children: Recent findings.
  • Boucher, J. & Pons, Francisco (2002). Temporal cognition in autism.
  • Pons, Francisco; Doudin, P.-A. & Harris, P. (2002). Teaching emotion understanding: Development and individual differences.
  • Hernandez Blasi, C.; Escalera, C. & Pons, Francisco (2002). Emotion comprehension in adults with mental retardation.
  • Pons, Francisco; Harris, P. & Doudin, P.-A. (2001). Perspectivas actuales sobre la comprension infantil de las emociones.
  • Pons, Francisco; Harris, P. & Doudin, P.-A. (2001). Perspectivas actuales sobre la comprension infantil de las emociones.
  • Pons, Francisco; Doudin, P.-A. & Harris, P. (2001). Comprension de las emociones en el niño: Aspectos evolutivos, clinicos e individuales.
  • Pons, Francisco & Harris, P. (2001). Test of Emotion Comprehension (TEC): From research to practice.
  • Harris, FJ & Pons, Francisco (2001). Perspectives actuelles sur le développement de la compréhension des émotions chez l'enfant.
  • de Rosnay, M.; Pons, Francisco & Harris, P. (2001). False belief understanding as a necessary but not sufficient condition for correct emotion attribution.
  • Pons, Francisco; de Rosnay, M.; Harris, P. & Lawson, J. (2001). Emotion understanding and language in children.
  • Pons, Francisco; Harris, P. & de Rosnay, M. (2001). Emotion understanding, social relationships and learning abilities.
  • Doudin, P.-A.; Pfulg, L. & Pons, Francisco (2001). Enfants abusés: facteurs de risques et de compensation.
  • Pons, Francisco; Harris, P. & de Rosnay, M. (2000). Children's understanding of the nature, the cause and the control of emotions.
  • Pons, Francisco & Doudin, P.-A. (2000). De la prise de conscience piagétienne aux recherches actuelles sur le développement de la compréhension des émotions de l'enfant.
  • Pons, Francisco; Harris, P. & de Rosnay, M. (2000). Niveaux de compréhension des émotions chez l'enfant: analyses psychométriques, développementales et différentielles.
  • Pons, Francisco; de Rosnay, M. & Harris, P. (2000). A general test of children's emotion understanding (between 3 and 11 years).
  • Pons, Francisco (1999). Development of diachronic tendency and its relationships with knowledge and reflexive consciousness.
  • Pons, Francisco (1999). Language and consciousness: Which clue for which consciousness?
  • Pons, Francisco (1999). Emotions conscientes et consciences des émotions.
  • Pons, Francisco (1998). Régulations conscientes et conscience des régulations dans le fonctionnement et le développement cognitif.
  • Montangero, J. & Pons, Francisco (1998). Children's understanding of change in different domains: A specific set of abilities or one manifestation of a more general cognitive level?
  • Pons, Francisco; Crochet, B. & Bovet, P. (1998). The Travelling Salesman Problem: A first developmental study.
  • Pons, Francisco (1998). Effects of age, cognitive level and content in the development of reflexive consciousness in children (aged six to twelve) and adults.
  • Pons, Francisco & Doudin, P.-A. (1998). Les structures existent-elles toujours? Etudes des effets d'âge, de domaine de connaisse et de différence individuelle à l'aide de trois épreuves opératoires formelles.
  • Pons, Francisco (1997). Définition et mesure de la conscience: un problème pour la psychologie expérimentale?
  • Pons, Francisco (1997). Les "Courbes Mécaniques": une étude développementale.
  • Crochet, B.; Pons, Francisco & Bovet, P. (1997). Le problème du voyageur de commerce. Etude développementale chez l'enfant de 6 à 12 ans et l'adulte.
  • Montangero, J. & Pons, Francisco (1997). Etude du développement de la perspective diachronique entre 8 et 12 ans.
  • Cattin, J.-P. & Pons, Francisco (1997). The diachronic approach and problem solving.
  • Pons, Francisco (1995). Données fonctionnelles et développementales sur la conscience en situation de résolution de problème.
  • Montangero, J. & Pons, Francisco (1995). Conscience et développement intellectuel: le point de vue piagétien.
  • Montangero, J.; Cattin, J.-P. & Pons, Francisco (1995). Diachronie et découverte de solutions à un conflit interpersonnel.
  • Pons, Francisco (1995). L'échec est-il une cause du développement cognitif?
  • Pons, Francisco (1995). Expliquer le développement cognitif: conscience, contrôle ou attention?
  • Pons, Francisco & Montangero, J. (1994). Analyse du développement de la pensée diachronique: le riche devance-t-il toujours le pauvre?
  • Pons, Francisco & Montangero, J. (1994). Figuration des changements au cours du temps: relation entre la tendance diachronique, la sériation et la métrique temporelle.
  • Pons, Francisco & Jaffé, P. (1994). Niños "encarcelados" con sus madres: implicaciones psicológicas.
  • Montangero, J.; Monzani, S. & Pons, Francisco (1994). L’enfant comme psychologue du développement: conceptions enfantines du développement de l’intelligence.
  • Montangero, J. & Pons, Francisco (1994). Pensée diachronique et compréhension d’une série de dessins humoristiques.
  • Pons, Francisco (1994). Typologie des consciences métacognitives chez l’enfant de 6 à 12 ans et l’adulte.
  • Thomas, L. & Pons, Francisco (1993). Capacité attentionnelle et niveau cognitif dans une épreuve piagétienne.
  • Pons, Francisco (1992). Mémoire de travail et attention, une intégration des approches piagétienne, néopiagétienne et du traitement de l'information.
  • Pons, Francisco (1992). Les mémoires sensorielles, à court terme et à long terme du point de vue des théories du traitement de l'information.
  • Pons, Francisco (1992). Conscience et cognition.
  • Pons, Francisco & Thomas, F. (1992). Attentional capacity and cognitive performance in the balance task.
  • Pons, Francisco (1992). La conscience cognitive.
  • Pons, Francisco (1991). La conscience ou les consciences?
  • Thomas, L. & Pons, Francisco (1991). The balance task: a longitudinal study.
  • Pons, Francisco; Jacobsen, C. & Aagesen, N. (2006). Psykologistuderendes ønsker om egenterapi I Universitetsklinikken professionprogram ved Aalborg Universitet. Aalborg Universitetsforlag.
  • Jacobsen, C.; Pons, Francisco; Larsen, D. & Hansen, M.R. (2005). Effekt af den psykoterapeutiske behandling v. Universitetsklinikken, Første afrapportering fra FAPU-UK. Aalborg Universitetsforlag.
  • Pons, Francisco (2005). Theory of mind and emotion understanding in children: Impact of culture and religion. Final report. Guepard Foundation.
  • Pons, Francisco (2003). Émergence de la conscience II. Rapport final. Swiss National Science Foundation.
  • Pons, Francisco (2003). Émergence de la conscience I. Rapport final, Swiss National Science Foundation.
  • Pons, Francisco; Montangero, J.; Cattin, J.-P.; Maurer, A.; Monzani, A. & Quadir, S. [Vis alle 7 forfattere av denne artikkelen] (1999). Raisonnement temporel, pensée diachronique, connaissance et resolution de problèmes. Rapport scientifique. University of Geneve.
  • Pons, Francisco (1997). Macrogenèse de la conscience réflexive et microgenèse de la cognition opératoire chez l'enfant de 6 à 12 ans et d'adulte. University of Geneve.
  • de Ribaupierre, A.; Bailleux, A.; Keizer, I.; Lecerf, T.; Pons, Francisco & Spira, A. (1992). Etude longitudinale de la capacité d'attention mentale entre 5 et 14 ans: une investigation néo-piagétienne. Rapport scientifique n°4. University of Geneve.
  • Pons, Francisco (1992). Attention et cognition: contribution à l'étude de la relation entre la mémoire et le fonctionnement cognitif à l'aide de l'épreuve de la balance. University of Geneva.
  • de Ribaupierre, A.; Kiezer, I.; Pons, Francisco; Sancho, A.; Spira, A. & Thomas, L. (1991). Etude longitudinale de la capacité d'attention mentale entre 5 et 14 ans: une investigation néo-piagétienne. Rapport scientifique n°3. University of Geneve.
  • Pons, Francisco (1990). Compétences et performances spatiales du hamster doré (Mesocricetus Auratus). University of Geneve.

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Publisert 20. sep. 2010 11:31 - Sist endret 2. juni 2021 10:30