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Francisco Pons

Avdelingsleder for helse-, utviklings- og personlighetspsykologi - Psykologisk institutt

Professor - Psykologisk institutt

E-post francisco.pons@psykologi.uio.no

Telefon +47 22 84 52 09

Rom V04-06

Brukernavn

Besøksadresse Forskningsveien 3A Harald Schjelderups hus 0373 OSLO

Postadresse Postboks 1094 Blindern 0317 Oslo

Last ned visittkort

Biografi

Francisco Pons (Ph.D. fra Universitetet i Genève) er Professor i utviklingspsykologi og Avdelingsleder for seksjonen for helse, utvikling og personlighet (HUP) ved Psykologisk institutt (Samfunnsvitenskapelige Fakultet, Universitetet i Oslo). Før dette har han hatt stillinger ved universitetene i Genève, Aalborg, Oxford og Harvard. Hans undervisning og forskning fokuserer på utvikling av emosjonell kompetanse, metakognisjon og intelligens hos både typiske og ikke-typiske barn og unge, inkludert de med ASD, lærevansker og som har opplevd overgrep. Han utforsker disse temaene på tvers av vestlige (latinske, slaviske, germanske, innvandrere) og ikke-vestlige kulturer (Quechua, Han, Fon, arabisk, kristen, muslimsk) og har som mål å integrere utviklingsforskning med pedagogisk praksis i barnehage og skole. Mange av disse studiene har blitt støttet av eksterne bevilgninger (Canada, Frankrike, Spania, Sveits og Norge). Pons har forfattet > 125 fagfellevurderte internasjonale vitenskapelige publikasjoner, inkludert bøker som "Emotions in research and practice", "Towards Emotional Competences" og "Emotions at School." Han har også utviklet sammen med Paul Harris fra Harvard University Test of Emotion Comprehension (TEC), som er oversatt til > 25 språk og brukes av ulike kliniske, utdannings- og forskningsinstitusjoner over hele verden (www.francfort.ch/tec).

Forskningsinteresser

Emosjonsutvikling
Metakognitiv Utvikling
Kognitiv utvikling
Integrering av utviklingsforskning og utdannelse

Deltakerne er innfødte og innvandrere, typiske og atypiske barn og ungdom (døve, autister, misbrukte, psykisk utviklingshemmede, etc.) fra vestlige (latinske, slaviske, germanske, innvandrere) og ikke-vestlige samfunn og kulturer (Quechua, Han, Fon, arabisk, kristen, muslimske).

Undervisning (UiO)

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

Utdanning & Stillinger

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.

Stillinger

2019 - : Head of Section - Health, Developmental and Personality Section (HUP)
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.

Priser, Rådgivning & Verv

Æresverv & Priser

2024: SFPEADA Research Prize 2024 (Société Francaise de Psychiatrie de l’Enfant et de l’Adolescent). Co-recipient with Perrizilo-Pointet, Schechter & colleagues.
2023: Psychoanalytic Research Exception Contribution Awards 2023 (International Psychoanalytical Association – IPA), Co-recipient with Perrizilo-Pointet, Schechter & colleagues.
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.

Internasjonale Vitenskapelige Råd

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)

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.

Rådgivning

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.

Verv (Psykologisk Institutt & UiO)

Departmental Verneombud (2018 – 2019)
Member of the Board of The Norwegian Union of Researchers at the University of Oslo (Forskerforbundet - UiO) (2016 - 2023)
Faggruppeleder for Utviklingspykologigruppa (2008-2013)
Medlem av Bachelor & Master, Professional (Clinical) & Departmental (vicar) Boards (2008-2015)
Academic Representative for International Affairs (2007 - 2019)

External Grants (PI & Partner)

2024 - 2027: Transdiagnostic emotional and communicative elements in neurodevelopmental disorders: A path to personalized family intervention to improve mental health - Ministry of Science, Innovation and Universities, Spain, Mari Carmen Aguilera Ruiz and Nadia Ahufinger Sanclemente (PI) - P
2019 - 2023: The Development of Understanding of insight and aha-experiences in young children – Norwegian Research Council, Rolf Reber (PI) – P
2018 - 2020: Psychology as a bridge between Norway and Russia – Norwegian Centre for International Cooperation in Education (DIKU) – co-PI with Aleksander Veraksa.
2016 - 2020: Children’s Information Seeking – Norwegian Research Council, Imac Zambrana (PI) – P
2015 - 2020: Acquiring Figurative Meanings – Norwegian Research Council, Ingrid Lossius Falkum (PI) – P
2015 - 2017: Thinking emotions from 2 years old: An intervention proposal for first and second cycle of Preschool Education. Proyectos I+D+I - Desarrollo e Innovación Orientada a los Retos de la Sociedad, Ministerio de Economía y Competitividad, Spain, Marta Gimenez-Dasi (PI) – P
2014 - 2015: Thinking emotions mindfully. - NILS Science and Sustainability, European Economic Area, Marta Gimenez-Dasi (PI) – P
2012- 2016: Teaching for text comprehension: supporting young second-language learners’ text comprehension in urban, multiethnic preschools. – Norwegian Research Council, Vibeke Aukrust (PI) – P
2009 - 2012: Development of critical thinking in pupils from 4 to 12 years – The Social Sciences and Humanities Research Council of Canada, Marie-France Daniel (PI) – P
2006 - 2009: Evaluation of the differential item functioning with small sample sizes. Statistical solutions and software development – Ministry of Education and Science, Spain –A.M. Fidalgo Aliste (PI) – P
2006: Emotions in teachers and pupils – La Mission de Coopération Scientifique et Universitaire, Ministère des Affaires Étrangères, France – PI
2005 - 2007: Prevention of violence in preschool children: Impact of cognitive development on social interactions – Social Sciences and Humanities Research Council of Canada, Marie-France Daniel (PI) – P
2002 - 2003: Emergence of reflexive consciousness 2 / Extension – Swiss National Science Found. – PI
1999 - 2001: Emergence of reflexive consciousness 1 – Swiss National Science Found. – PI

Veiledning & Evalueringer

7 Qualifications to Professorship (France, Russia & Norway), 30 Ph.D. theses (11 Supervisions & 19 External Evaluations) & > 30 Master theses (> 15 Supervisions & > 15 External Evaluations):

University of Vienna (Austria)
Catholic University of Louvain (Belgium)
Aalborg University, Copenhagen University, Århus University (Denmark)
Paris X University, Nantes University, Clermont-Aubergne University (France)
University of Milano-Bicocca, Torino University, LUMSA-Roma (Italy)
Oslo Universtiy (Oslo)
Lisbon University (Portugal)
Lomonosov Moscow State University (Russia)
UNED – Madrid, University Jaume I, Alicante University, University Autonoma of Barcelona (Spain)
Geneva University (Switzerland)
Oxford University (United Kingdom)

Major contributions to early careers of researchers

Eleanora Farina (2008), Associate Professor, Milano University
Nicoleta Businaro (2011) Associate Professor, VID University (Oslo)
Imac Zambrana (2012), Associate Professor, Oslo New University;
Nives Sala (2013), Senior Researcher, Torino University
Patrick Bender (2013), Associate Professor, Aalborg University
Elise Tornare (2016), Associate Professor, Poitier University
Karine Porpino Viana (2019), Associate Professor, Oslo Metropolitan University
Margarita Gavrilova (2021). Researcher, Lomonosov Moscow State University
Rune Flaaten Bjørk (2021). University Lecturer, University of Oslo
Benedetta Ragni (2022). Researcher, LUMSA, Rome
Anna Leybina (2023). Researcher, University of Tel Aviv
Mathide Prenovost (2024). University Lecturer, University of Oslo

Samarbeid

Paul Harris (Harvard University)
Annie Roy-Charland (University of Moncton)
Yulong Tang (Zhejiang University of Technology), Juan Wang (Beijing Normal University)
Ai Mizokawa (Nagoya University)
Martin Accad (ABTS, Beirut)
Anna Leibyna (University of Tel-Aviv)
Francois Azoh (Ecole Normale Superieure de Côte d’Ivoire)
Alexander Veraksa, Margarita Gavrilova, Daria Bukhalenkova (Lomonosov Moscow State University University)
Laura Visu-Petra (University of Cluj-Napoca)
Arkadiusz Gut (University of Torun)
Harriet Tenenbaum (University of Surrey)
Daniel Schechter (University of Lausanne)
Elise Tornare (University of Poitiers), Marie Danet (University of Lille), Jean-Baptiste van der Herst (CNRS, Lyon)
Paola Molina, Daniela Bulgarelli (University of Torino)
Marta Gimenez Dasi (Complutense University of Madrid), Mari Aguilera Ruiz (University of Barcelona), Nadia Ahufinger Sanclemente (Open University of Catalunya), Clara Andrés-Roqueta (University Jaume 1, Castellon)
Patrick Bender (Aalborg University)
Karine Porpino Viana (OsloMet), Imac Zambrana (Oslo New University College), Tone Hermansen, Rolf Reber, Evalill Bølstad, Mathilde Prenevost (University of Oslo)

Piulats, Francisco Maria Pons; Gavrilova, Margarita & Veraksa, Aleksander (2026). Impact of the COVID-19 lockdown on the development of emotion understanding of children living in a Eurasian collectivistic society (Russia). Frontiers in Developmental Psychology. 4. doi: 10.3389/fdpys.2026.1956317. Fulltekst i vitenarkiv Vis sammendrag
Background The impact of culture on the development of children's emotion understanding has become an increasingly prominent focus of research. However, one fundamental dimension of culture has so far been almost completely overlooked in this field: history. Objective In this study, we aimed to investigate the potential impact of a major dramatic historical event, the COVID-19 lockdown, on emotion understanding in children living in a Eurasian collectivist society (Russia). Specifically, we asked whether the lockdown influenced children's emotion understanding development and, if so, whether this influence was positive or negative. Design The present study examined the one-year development of emotion understanding in children who experienced a six-month total COVID-19 lockdown (Pandemic sample), compared with children who did not experienced such a lockdown (Control sample). Both samples were community samples of 5–6-year-old children from middle-SES families, drawn from the same city and preschools and matched on age, sex, non-verbal intelligence (Raven), and mother tongue ( N = 673 in total). Children in both samples were assessed twice (at ages 5; 6 and 6; 6 years) for their understanding of a wide range of emotional components using the Russian version of the Test of Emotion Comprehension. Results The lockdown was negatively associated with children's one-year development of emotion understanding. Although children in both samples made developmental gains, improvement in the Control sample was substantial and consistent with typical developmental trajectories, whereas gains in the Pandemic sample were minimal and almost stagnant by comparison. Discussion A possible explanation for these findings is that the lockdown disrupted the virtuous circle between children's emotion understanding and their social interactions, with interactions within the immediate family becoming predominant and those outside the family sharply reduced. We hypothesize that social interactions beyond the immediate family play an important protective role in the development of emotion understanding, and that their prolonged absence may be particularly consequential in collectivistic societies. In this view, restricting children's social interactions to their immediate family could constitute a risk factor for the development of emotion understanding. Limitations and future directions are also discussed (long-term follow-up, direct measures of cultural values and practices, etc.).
Haugen, Linda Josefine Aas; Prenevost, Mathilde H.; Nilsen, Ida B. R.; Bølstad, Evalill; Piulats, Francisco Maria Pons & Reber, Rolf (2025). How children understand aha‐experiences in problem solving. British Journal of Developmental Psychology. ISSN 0261-510X. 43(4), s. 943–957. doi: 10.1111/bjdp.12565. Fulltekst i vitenarkiv Vis sammendrag
Abstract Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children ( N = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children ( N = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind.
Hermansen, Tone Kristine; Veraksa, Aleksander N.; Piulats, Francisco Maria Pons & Harris, Paul L. (2025). Children revise their emotion attributions in light of the broader temporal context. International Journal of Behavioral Development. ISSN 0165-0254. doi: 10.1177/01650254251337737. Fulltekst i vitenarkiv Vis sammendrag
Do children infer other’s emotions from situational information, and do they revise their inferences when provided with additional information about the broader temporal context? We invited 333 children (Mage = 72.67 months, range = 47–99 months, 56% girls, 44% boys) to look at pictures of a child protagonist seated next to a set of toys—first in the company of another child and then alone. The protagonist’s facial expression was never visible in either picture. Instead, for each picture, the experimenter provided children with an initial description of the immediate situation facing the protagonist before they asked children to (1) attribute an emotion to the protagonist; (2) express their confidence in this attribution; and (3) justify their attribution. The experimenter then claimed to remember more information about the context surrounding each situation before repeating the three questions. Irrespective of age, children shifted markedly in their attributions based on the additional information provided, although older children were more confident in their attributions than younger children and provided more contextual references when justifying their beliefs. Thus, from an early age, children realize that the emotional implications of a situation are not fixed but can shift and even reverse depending on the broader temporal context.
Prenevost, Mathilde Hallingstad; Nilsen, Ida B. R.; Bølstad, Evalill; Piulats, Francisco Maria Pons; Harris, Paul L. & Reber, Rolf (2024). Young Children’s Understanding and Experience of Insight. Developmental Psychology. ISSN 0012-1649. doi: 10.1037/dev0001807. Fulltekst i vitenarkiv
Viana, Karine Maria Porpino; Zambrana, Imac Maria; Bølstad, Evalill & Piulats, Francisco Maria Pons (2023). “Are we both right?” relations between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children. Journal of Applied Developmental Psychology. ISSN 0193-3973. 87. doi: 10.1016/j.appdev.2023.101548. Fulltekst i vitenarkiv Vis sammendrag
The current study addresses the question of the relation between ToM and children's epistemic humility - the tendency to acknowledge the limitations of one's knowledge while being open to another's input during socio-cognitive conflict regulation - in a cooperative problem-solving context. Sixty-four boys and girls between the ages of 5 to 9 years (32 same-gender dyads) were tested for their ToM with the Theory of Mind Test (TMT) and The Test of Emotion Comprehension (TEC), and for their epistemic humility through an analysis of their spontaneous verbal interactions during the resolution of a dyadic spatial transformation task. The results showed that children with higher levels of ToM more frequently showed more epistemic humility when faced with conflicting ideas, even when age was taken into account. The results are discussed in terms of the processes underlying socio-cognitive conflict regulation in peer cooperation and their educational implications.
Macheta, Krystian; Gut, Arkadiusz & Piulats, Francisco Maria Pons (2023). The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): a study of preschool children. Frontiers in Psychology. 14. doi: 10.3389/fpsyg.2023.1150959. Fulltekst i vitenarkiv
Stepien-Nycz, Malgorzata; Bialecka-Pikul, Marta; Tang, Yulong & Piulats, Francisco Maria Pons (2023). Emotion Understanding in Polish Children: A Cross-Cultural Comparison between Polish, British, and Italian Children. Journal of Cognition and Culture. ISSN 1567-7095. 23(3-4), s. 437–450. doi: 10.1163/15685373-12340171. Fulltekst i vitenarkiv
Ragni, Benedetta; Capitello, Teresa Grimaldi; Gentile, Simonetta; Piulats, Francisco Maria Pons & Stasio, Simona De (2022). Infant Temperament, Parental Depression and Sleep in Healthy Children and Children Born with Congenital Anomalies. Mediterranean Journal of Clinical Psychology (MJCP). 10(1). doi: 10.13129/2282-1619/mjcp-3231. Fulltekst i vitenarkiv
Viana, Karine Maria Porpino; Lucena, Juliana; Zambrana, Imac Maria; Harris, Paul. L. & Piulats, Francisco Maria Pons (2022). Children's emotion understanding and cooperative problem-solving in educational settings. I Dukes, D.; Samson, A. & Walle, E. (Red.), The Oxford Handbook of Emotional Development. Oxford University Press. ISSN 9780198855903. s. 566–580. Fulltekst i vitenarkiv
Viana, Karine Porpino; Lucena, Juliana; Zambrana, Imac Maria; Harris, Paul L. & Piulats, Francisco Maria Pons (2022). Children’s emotion understanding and cooperative problem-solving in educational settings. I Dukes, D.; Samson, A. & Walle, E. (Red.), The Oxford Handbook of Emotional Development. Oxford University Press. ISSN 9780198855903. Fulltekst i vitenarkiv
Perizzolo, Virginie; Glaus, J.; Stein, C.; Willheim, E.; Vital, M. & Arnautovic, E. [Vis alle 11 forfattere av denne artikkelen] (2022). Impact of mothers’ IPV-PTSD on their capacity to predict their child’s emotional comprehension and its relationship to their child’s psychopathology. European Journal of Psychotraumatology. doi: 10.1080/20008198.2021.2008152. Fulltekst i vitenarkiv
Bjørk, Rune Flaaten; Bølstad, Evalill; Piulats, Francisco Maria Pons & Havighurst, Sophie Seychelle (2022). Testing TIK (Tuning in to Kids) with TEC (Test of Emotion Comprehension): Does enhanced emotion socialization improve child emotion understanding? Journal of Applied Developmental Psychology. ISSN 0193-3973. 78. doi: 10.1016/j.appdev.2021.101368. Fulltekst i vitenarkiv
Orm, Stian; Holmberg, Ella Holt; Harris, Paul L.; Nunez, Maria & Pons, Francisco (2021). Diachronic tendency and thinking style across the broader autism spectrum: Sources of individual differences? Advances in Neurodevelopmental Disorders. ISSN 2366-7532. 5, s. 326–338. doi: 10.1007/s41252-021-00209-7. Fulltekst i vitenarkiv Vis sammendrag
Objectives First, to see whether previous studies showing a limited capacity to spontaneously evoke the past and the future of a present moment (diachronic tendency) and a prevalence of mental images over inner speech (thinking style) in individuals with autism spectrum disorder could be replicated in individuals belonging to the broader autism phenotype. Second, to test the hypothesis that individuals thinking with mental images have a more limited diachronic tendency compared with individuals thinking with inner speech. Methods Adults (N = 309, Mage = 31.5 years, 76% women) with at least a high school degree were assessed with the Autism Spectrum Quotient, a test of diachronic tendency comprising four pictures varying in social interactivity and dynamicity, and a thinking style scale comprising three items representing three different everyday situations. Results The results showed that adults with many autistic traits have a limited diachronic tendency but only when the situation is socially interactive and dynamic, think more in mental images than individuals with no or few autistic traits but nevertheless still think more with inner speech than with mental images, and the more the participants reported thinking in inner speech, the more they evoked past and future events when describing a socially interactive and dynamic situation. Conclusions More autistic traits are associated with a limited diachronic tendency in socially interactive and dynamic situations and more thinking in mental images, and thinking style could be one of the determinants of diachronic tendency in socially interactive and dynamic situations.
Wang, Juan; Shi, Xinxin; Zou, Hong; Piulats, Francisco Maria Pons; Xu, Qunxia & Wang, Yingqian [Vis alle 8 forfattere av denne artikkelen] (2021). Development and validation of the Emotional Intelligence Test in a Chinese sample. Psychological Assessment. ISSN 1040-3590. 33(12), s. 1200–1214. doi: 10.1037/pas0001078. Fulltekst i vitenarkiv Vis sammendrag
Emotional intelligence, or the ability to perceive, understand, and regulate emotions, has been identified as a protective factor for one’s adaptation. Measuring emotional intelligence using performance-based approach is thought to be objective and effective. However, performance-based emotional intelligence instruments for non- Western adolescents are rarely available. To facilitate research on emotional intelligence, the present study developed and validated the Emotional intelligence Test for Adolescents (A-EIT) using a Chinese sample. Study 1 ( N = 1,536) showed that emotional intelligence consists of three sub-abilities (i.e., emotion perception, emotion understanding, and emotion regulation) and identified eligible items for each subtest through exploratory factor analysis. Study 2 ( N = 2,568) confirmed the three-factor structure and its measurement invariance across gender and age groups by (multiplegroup) confirmatory factor analyses. Both the full test and its three subtests showed acceptable internal consistencies, and their scores increased with age and showed female advantage. Also, the A-EIT scores were significantly correlated with indicators related to emotional and cognitive skills (convergent validity) and were independent of personality (discriminant validity). Additionally, higher scores on the A-EIT were related to better intrapersonal, interpersonal, and academic adaption (criterion validity), as expected. Study 3 ( N = 163) provided further convergent validity evidence for each subtest by using validity tools not based on an emotional intelligence framework. Additionally, the A-EIT displayed satisfactory test-retest reliability. Generally, the A-EIT appears to be a valid and reliable instrument to assess adolescents’ emotion intelligence, especially those with relatively low level.
Hermansen, Tone Kristine; Ronfard, Samuel; Harris, Paul L.; Pons, Francisco & Zambrana, Imac Maria (2021). Young children update their trust in an informant’s claim when experience tells them otherwise. Journal of Experimental Child Psychology. ISSN 0022-0965. 205, s. 105063–105063. doi: 10.1016/j.jecp.2020.105063. Fulltekst i vitenarkiv Vis sammendrag
Across two experiments, an adult informant presented 220 preschoolers (34–71 months of age) with either a correct claim or an incorrect claim about how to activate a music box by using one of two toy figures. Children were then prompted to explore the figures and to discover whether the informant’s claim was correct or incorrect. Children who discovered the claim to be incorrect no longer endorsed it. Moreover, their predictions regarding a new figure’s ability to activate the music box were clearly affected by the reliability of the informant’s prior claim. Thus, children reassess an informant’s incorrect claim about an object in light of later empirical evidence and transfer their conclusions regarding the validity of that claim to subsequent objects.
Bjørk, Rune Flaaten; Havighurst, Sophie Seychelle; Pons, Francisco & Karevold, Evalill Bølstad (2020). Pathways to behavior problems in Norwegian Kindergarten Children: The role of parent emotion socialization and child emotion understanding. Scandinavian Journal of Psychology. ISSN 0036-5564. doi: 10.1111/sjop.12652. Fulltekst i vitenarkiv
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. 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. 28(5), s. 690–700. doi: 10.1080/1350293X.2020.1817240. Fulltekst i vitenarkiv
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 Vis sammendrag
Введение. В последние годы всё более актуальным становится изучение доброты как черты характера, в частности, развитие доброты у учащихся, что неразрывно связано с изучением доброты педагога. Количество работ, посвященных педагогической доброте, однако, весьма ограничено, и ранее в России данный феномен не изучался. Целью данного исследования стало изучение, того, что, по мнению российских учителей и воспитателей, есть доброта в целом, каковы ее проявления и ее важность для педагогической деятельности. Методы. Участники исследования (302 учителя и воспитателя) заполнили онлайн-опросник относительно понятия доброты в целом, того, как она проявляется в педагогической деятельности, значимости педагогической доброты, эффекте, оказываемом на учеников; указали свой пол, возраст, религиозность, наличие и количество детей, педагогический стаж и возрастную группу, с которой работают. Для обработки качественных данных использовались методы открытого и осевого кодирования, и мультиномиальная логистическая регрессия – для выявления зависимости представлений о доброте и добрых поступках учителя в зависимости от социодемографических переменных. Результаты. Выделено пять категорий тем в определении доброты: состояния и качества человека, расположенность к людям, понимание других, внешние и внутренние поступки и действия. Также была предложена категоризация добрых поступков учителя: по проявлению в преподавании (освоении) образовательной программы, учебной деятельности и педагогическому процессу в целом, и за рамками школы. Различий в определениях доброты и примерах добрых поступков в зависимости от социодемографических характеристик не обнаружено. Сами педагоги высоко оценивают значимость педагогической доброты и ее положительное влияние на учеников. Обсуждение результатов. Доброта не равнозначна помогающему поведению, однако именно в поведении она чаще всего проявляется, в связи с этим было предложено использовать теорию деятельности для дальнейшего изучения педагогической доброты.
Charafeddine, Rawan; Zambrana, Imac Maria; Triniol, Benoit; Mercier, Hugo; Clement, Fabrice & Kaufmann, Laurence [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. Fulltekst i vitenarkiv
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 Vis sammendrag
Peer action coordination has been often studied in terms of its underlying cognitive mechanisms, and little is known about its emotional processes. The aim of the present study was to investigate the extent to which children’s emotion understanding explains their coordination of actions with a peer in a cooperative sensorimotor problem-solving task. Sixty-eight 5- to 9-year-old children were assessed for their emotion understanding with the Test of Emotion Comprehension (TEC) and for their problem-solving capacities with a sensorimotor task in an individual setting (individual sensorimotor skills) and in a cooperative setting (peer action coordination). The results showed that higher levels of emotion understanding significantly explained greater peer action coordination, even when controlling for age, gender and the child’s individual sensorimotor skills. The findings point to the existence of emotional mechanisms – more specifically the role of emotion understanding – underlying successful coordination of actions in peer interaction. Theoretical and educational implications of having emotion understanding abilities for coordinating actions with others are discussed.
Pons, Francisco; Giménez-Dasí, Marta; Daniel, Marie-France; Auriac-Slusarczyk, Emmanuèle; Businaro, Nicoletta & Viana, Karine Maria (2019). Impact of a low-cost classroom dialogue-based intervention on preschool children's emotion understanding. European Early Childhood Education Research Journal. ISSN 1350-293X. 27(5), s. 630–646. doi: 10.1080/1350293X.2019.1651961. Fulltekst i vitenarkiv
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 Vis sammendrag
The development of emotion understanding in young Chinese children was examined. The overall trend in the development of emotion understanding among Chinese preschoolers – as measured by the Test of Emotion Comprehension (TEC) proved similar to that found among preschoolers in Western Europe. However, Chinese children performed better at understanding the distinction between real and apparent emotion and worse at understanding the connection between reminders and emotion. Children’s theory of mind and verbal ability were significant predictors of their ability to understand emotion.
Tornare, Elise; Cuisinier, F.; Czajkowski, Nikolai Olavi & Pons, Francisco (2017). Impact of Induced Joy on Literacy in Children: Does the Nature of the Task Make a Difference? Cognition & Emotion. ISSN 0269-9931. 31(3), s. 500–510. doi: 10.1080/02699931.2015.1132682. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Tornare, Elise; Czajkowski, Nikolai Olavi & Pons, Francisco (2016). Emotion and orthographic performance in a dictation task: Direct effect of the emotional content. Annee Psychologique. ISSN 0003-5033. 116(2), s. 171–201. doi: 10.4074/s0003503316000312. Fulltekst i vitenarkiv
Harris, P.; Rosnay, M. de & Pons, Francisco (2016). Understanding emotion. I Barret, L. Feldman; Lewis, M. & Haviland-Jones, J. (Red.), Handbook of emotions - 4th edition. Guilford Press. ISSN 9781462525348. s. 293–306. Fulltekst i vitenarkiv
Viana, Karine Porpino; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Piulats, Francisco Maria Pons (2016). Beyond conceptual knowledge: The impact of children’s Theory-of-Mind on dyadic spatial tasks. Frontiers in Psychology. doi: 10.3389/fpsyg.2016.01635. Fulltekst i vitenarkiv
Viana, Karine Maria Porpino; Zambrana, Imac Maria; Karevold, Evalill Bølstad & Pons, Francisco (2016). Beyond Conceptual Knowledge: The Impact of Children’s Theory-of-Mind on Dyadic Spatial Tasks. Frontiers in Psychology. 7(1635). doi: 10.3389/fpsyg.2016.01635. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Businaro, Nicoletta; Piulats, Francisco Maria Pons & Albanese, Ottavia (2015). Do Intelligence, Intensity of Felt Emotions and Emotional Regulation Have an Impact on Life Satisfaction? A Quali-quantitative Study on Subjective Wellbeing with Italian Children Aged 8–11. Child Indicators Research. ISSN 1874-897X. doi: 10.1007/s12187-014-9250-x. Fulltekst i vitenarkiv
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 9788541502825. s. 267–283. Fulltekst i vitenarkiv
Rocha, A.; Roazzi, A.; Silva, A. da; Candeias, A.; Minervino, C. & Pons, Francisco (2015). Test of Emotion Comprehension: Exploring the underlying structure through Confirmatory Factor Analysis and Similarity Structure Analysis. I Roazzi, A.; Campello, B. & Bilsky, W. (Red.), Facet Theory: Searching for structure in complex social, cultural and psychological phenomena. Editora UFPE. ISSN 9788541502825. s. 66–84. Fulltekst i vitenarkiv
Pons, Francisco; Giménez-Dasí, M.; Sala, N; Molina, P.; Tornare, Elise & Andersen, Bettina Gamskjær (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. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons & Albanese, Ottavia (2015). Do Intelligence, Intensity of Felt Emotions and Emotional Regulation Have an Impact on Life Satisfaction? A Quali-quantitative Study on Subjective Wellbeing with Italian Children Aged 8–11. Child Indicators Research. ISSN 1874-897X. doi: 10.1007/s12187-014-9250-x. Fulltekst i vitenarkiv
Bender, P.; Pons, Francisco; Harris, P.; Esbjørn, B. & Reinholdt-Dunne, M. (2015). Emotion understanding in clinically anxious children: A preliminary investigation. Frontiers in Psychology. 6. doi: 10.3389/fpsyg.2015.01916. Fulltekst i vitenarkiv Vis sammendrag
Children’s understanding of the nature, origins and consequences of emotions has been intensively investigated over the last 30–40 years. However, few empirical studies have looked at the relation between emotion understanding and anxiety in children and their results are mixed. The aim of the present study was to perform a preliminary investigation of the relationships between emotion understanding, anxiety, emotion dysregulation, and attachment security in clinically anxious children. A sample of 16 clinically anxious children (age 8–12, eight girls/boys) was assessed for emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders-Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security Scale). Children who reported more overall anxiety also reported greater difficulties in regulating their emotions, and were less securely attached to their parents. The results also showed that more specific symptoms of anxiety (i.e., OCD and PTSD) correlated not only with emotion dysregulation and attachment insecurity but also with emotion understanding. Finally, there were interrelations among emotion understanding, attachment security, and emotion dysregulation. The present results provide the first comprehensive evidence for a socio-emotional framework and its relevance to childhood anxiety.
Sala, Maria Nives; Testa, Silvia; Pons, Francisco & Molina, Paola (2015). Emotion regulation and defense mechanisms. Journal of Individual Differences. ISSN 1614-0001. 36, s. 19–29. doi: 10.1027/1614-0001/a000151. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de; Bender, P.; Doudin, Pierre-André; Harris, P. & Giménez-Dasí, M. (2014). The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence. The Journal of Genetic Psychology. ISSN 0022-1325. 175(4), s. 301–317. doi: 10.1080/00221325.2014.903224. Fulltekst i vitenarkiv
Sala, M. Nives; 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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Harris, Paul & Rosnay, Marc de (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. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, Marc de & Frédérique, Cuisinier (2012). Cognition and Emotion. I Jarvela, Sanna (Red.), Social and Emotional Aspects of Learning. Elsevier. ISSN 9780123814777. s. 70–76. Fulltekst i vitenarkiv
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 9788859000204. s. 37–54. Fulltekst i vitenarkiv
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 9788859000204. s. 15–36. Fulltekst i vitenarkiv
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 9788859000204. s. 131–152. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Businaro, Nicoletta; Albanese, Ottavia & Piulats, Francisco Maria Pons (2011). La regolazione delle emozioni può contribuire al benessere? Uno studio con bambini e bambine di 10-11 anni. I Gavazzi, I. Grazzani & Crugnola, C. Riva (Red.), Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Edizioni Unicopli. ISSN 9788840015217. Fulltekst i vitenarkiv
Bender, P.; Pons, Francisco; Harris, P. & Rosnay, M. de (2011). Do young children misunderstand their own emotions? European Journal of Developmental Psychology. ISSN 1740-5629. 8(3), s. 331–348. Fulltekst i vitenarkiv
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 Gavazzi, I. Grazzani & Crugnola, C. Riva (Red.), Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Edizioni Unicopli. ISSN 9788840015217. s. 51–64. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, Marc de & Cuisinier, Frédérique (2011). Cognition and Emotion, Learning and cognition in education. Elsevier. ISSN 9780123814388. s. 78–84. Fulltekst i vitenarkiv Vis sammendrag
"Artikler opprinnelig utgitt i 3.utg. av The International encyclopedia of education, 2010 - Forordet." (Kommentar i BIBSYS-posten)/tøf
Pons, Francisco; Rosnay, M. de; Barriol, C. & Zacharopoulou, M. (2010). Origins of attachment theory: subjectivity and interdisciplinary encounters. Impuls : Tidsskrift for psykologi. ISSN 0801-2911. 2, s. 10–22. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Andersen, Bettina Gamskjær; Pons, Francisco & Rosnay, Marc de (2010). Emosjonell kompetanse hos små barn. I Kvello, Øyvind (Red.), Barnas Barnehage 2 - Barn i utvikling. Gyldendal Akademisk. ISSN 9788205399730. s. 136–160. Fulltekst i vitenarkiv
Albanese, O.; Stasio, S. De; Chiacchio, C. Di; 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. Fulltekst i vitenarkiv
Cuisinier, Frédérique; Clavel, Celine; Rosnay, Marc de & Pons, Francisco (2010). Emotional experiences at the elementary school: Theoretical and pragmatic issues. I Pons, Francisco; Rosnay, Marc de & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 175–202. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, Marc de; Andersen, Bettina Gamskjær & Cuisinier, Frédérique (2010). Emotional competences: Development and intervention. I Pons, Francisco; Rosnay, Marc de & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 203–238. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, Marc de; Cuisinier, Frédérique & Bender, Patrick Karl (2010). On the cognitive nature of emotions and the emotional nature of cognitions. I Pons, Francisco; Rosnay, Marc de & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 17–38. Fulltekst i vitenarkiv
Lecce, Serena; Caputi, Marcella; Pagnin, Adriano; Rosnay, Marc de & 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. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de; Harris, P. & Lecce, S. (2009). Theory of Mind and language in children. Impuls : Tidsskrift for psykologi. ISSN 0801-2911. 3, s. 30–41. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Rosnay, M. de; 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. Fulltekst i vitenarkiv
Harris, P.; Rosnay, M. de & Pons, Francisco (2008). Language and child's understanding of mental states. I Lynn, S. Liben (Red.), Current directions in developmental psychology. Allyn & Bacon. ISSN 9780205597505. s. 95–102. Fulltekst i vitenarkiv
Rosnay, M. de; 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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de; Doudin, P.-A.; Harris, P. & Stasio, S. De (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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Molina, P.; Albanese, O.; Antoniotti, C.; Arati, L.; Farina, E. & Gavazzi, I. Grazzani [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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Albanese, O.; Gavazzi, I. Grazzani; 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 9788773077856. s. 39–53. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Rosnay, M. de (2006). Betydningen af barnets sprog og familiens samtaleaktiviteter for barnets Theory of Mind. I Jantzen, C. & Thellesen, T. (Red.), Videnskabelig begrebsdannelse. Aalborg Universitetsforlag. ISSN 9788773077764. s. 93–106. Fulltekst i vitenarkiv
Pons, Francisco; Ribaupierre, A. de & 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 9783039107858. s. 101–123. Fulltekst i vitenarkiv
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 9788773077856. s. 13–17. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de; 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 9788773077856. s. 19–38. Fulltekst i vitenarkiv
Gavazzi, I. Grazzani; 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. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A.; Harris, P. & Rosnay, M. de (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 9788846473363. s. 15–34. Fulltekst i vitenarkiv
Albanese, O.; Gavazzi, I. Grazzani; 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 9788846473363. s. 35–47. Fulltekst i vitenarkiv
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 9788846473363. s. 11–14. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Doudin, P.-A. & Pons, Francisco (2006). Comprendre ses émotions à l'école. Prismes. ISSN 1630-6007. 4, s. 11–15. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A.; Harris, P. & Rosnay, M. de (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 9782760513600. s. 183–206. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A.; Harris, P. & Rosnay, M. de (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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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 9782760513600. s. 1–5. Fulltekst i vitenarkiv
Harris, P. L.; Rosnay, M. de & Pons, Francisco (2005). Language and children’s understanding of mental states. Current Directions in Psychological Science. ISSN 0963-7214. 14(2), s. 69–73. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Doudin, P.-A. (2005). Ensenyar a comprendre les emocions. Suports. ISSN 1138-4336. 7(1), s. 44–53. Fulltekst i vitenarkiv
Pons, Francisco (2004). Postfazione. I Gavazzi, I. Grazzani (Red.), La competenza emotive: studi e ricerche nel ciclo di vita. Edizioni Unicopli. ISSN 9788840009704. s. 297–300. Fulltekst i vitenarkiv
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 9782760512900. s. 6–31. Fulltekst i vitenarkiv
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 9782760512849. s. 13–36. Fulltekst i vitenarkiv
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 9782760512900. s. 33–52. Fulltekst i vitenarkiv
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 9782760512900. s. 1–6. Fulltekst i vitenarkiv
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 9782760512900. s. 145–169. Fulltekst i vitenarkiv
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 9782760512849. s. 37–52. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Rosnay, M. de (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. Fulltekst i vitenarkiv
Rosnay, M. de; 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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Ribaupierre, A. de; 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 9782881461262. s. 1–25. Fulltekst i vitenarkiv
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 9782747536950. s. 209–228. Fulltekst i vitenarkiv
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 9782760512504. s. 1–26. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Lawson, J.; Harris, P. & Rosnay, M. de (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. Fulltekst i vitenarkiv
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 9783908262237. s. 55–64. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A.; Harris, P. & Rosnay, M. de (2002). Métaémotion et intégration scolaire. I Lafortune, L. & Mongeau, P. (Red.), L'affectivité dans l'apprentissage. Presses de L'Université du Québec. ISSN 9782760511668. s. 7–28. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Doudin, P.A.; Martin, D. & Pons, Francisco (2002). Dans une perspective métacognitive. Cahiers Pédagogiques. ISSN 1629-7636. 408, s. 32–34. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Doudin, P.-A. (2002). Teaching emotion understanding. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 17(3), s. 293–304. Fulltekst i vitenarkiv
Pons, Francisco & Ribaupierre, A. de (2002). Les courbes mécaniques: différences d’âge et différences individuelles. Bulletin de Psychologie. ISSN 0007-4403. 55(2/458), s. 123–135. Fulltekst i vitenarkiv
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 9782827108329. s. 104–107. Fulltekst i vitenarkiv
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 9782827108329. s. 108–110. Fulltekst i vitenarkiv
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 9782747524759. s. 49–64. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Doudin, P.-A. & Pons, Francisco (2001). Les élèves d'origine étrangère: entre intégration et ségrégation. Résonance. ISSN 1241-5278. 9, s. 20–22. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco & Doudin, P.-A. (2001). La conscience: de Piaget aux sciences cognitives contemporaines. Intellectica. ISSN 0769-4113. 33(2), s. 125–143. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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 9783906766348. s. 111–132. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Rosnay, M. de (2000). La compréhension des émotions chez l'enfant. Psychoscope. ISSN 1420-620X. 21(9), s. 29–32. Fulltekst i vitenarkiv
Pons, Francisco & Rosnay, M de (2000). Review of Sternberg's "Nature of cognition". Swiss Journal of Psychology. ISSN 1421-0185. 59(3), s. 215–216. Fulltekst i vitenarkiv
Pons, Francisco (1999). Consciences et fonctionnements cognitifs. I Favez, N.; Millan, R. & Roten, Y. de (Red.), Modes de régulation dans le développement de l’enfant. Actes du GROFRED. s. 325–334. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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 9788126131440. s. 145–155. Fulltekst i vitenarkiv
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 9789728021740. s. 93–109. Fulltekst i vitenarkiv
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 9789728021740. s. 157–182. Fulltekst i vitenarkiv
Montangero, J & Pons, Francisco (1998). Review of Chalon-Blanc's "Introduction à Piaget". Archives de Psychologie. ISSN 0003-9640. 66, s. 137–138. Fulltekst i vitenarkiv
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. De Gruyter Brill. ISSN 9783110156157. s. 399–407. Fulltekst i vitenarkiv
Pons, Francisco (1997). Conscience et sciences cognitives. Comment définir et mesurer la conscience? Psychoscope. ISSN 1420-620X. 17(5), s. 11–14. Fulltekst i vitenarkiv
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 9780748404711. s. 20–29. Fulltekst i vitenarkiv
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 9780748404711. s. 130–149. Fulltekst i vitenarkiv
Thomas, L.; Pons, Francisco & Ribaupierre, A. de (1996). Attentional capacity and cognitive level in the balance task. Current Psychology of Cognition. ISSN 1118-1125. 15(2), s. 137–172. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (1992). Conscience et cognition. I Reith, E. (Red.), Rencontres de Psychologie. Actes de l'ACIP. s. 54–93. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Pons, Francisco; Rosnay, Marc de & Doudin, Pierre-André (2010). Emotions in research and practice. Aalborg Universitetsforlag. ISBN 9788773079959. 256 s. Fulltekst i vitenarkiv
Pons, Francisco & Doudin, P.-A. (2007). La conscience: perspectives éducatives et psychologiques. Presses de L'Université du Québec. ISBN 9782760514751. 163 s. Fulltekst i vitenarkiv
Pons, Francisco; Daniel, M.F.; Lafortune, Louise; Doudin, P.A. & Albanese, Ottavia (2006). Toward emotional competences. Aalborg Universitetsforlag. ISBN 9788773077856. 248 s. Fulltekst i vitenarkiv
Albanese, O.; Daniel, M.F.; Doudin, P.-A.; Lafortune, L. & Pons, Francisco (2006). Competenza emotive tra psicologia ed educazione. Franco Angelini. ISBN 9788846473363. 223 s. Fulltekst i vitenarkiv
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 9782760513600. 266 s. Fulltekst i vitenarkiv
Pons, Francisco; Hancock, P; Lafortune, Louise & Doudin, P.-A. (2005). Emotions in learning. Aalborg Universitetsforlag. ISBN 9788773077368. 182 s. Fulltekst i vitenarkiv
Lafortune, Louise; Doudin, P.-A.; Pons, Francisco & Hancock, D. (2004). Les émotions à l’école. Presses de L'Université du Québec. ISBN 9782760512900. 176 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Piulats, Francisco Maria Pons (2025). Morbid belief of incompetence in academics. Invited Paper. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons; Veraksa, Alexander; Bender, Patrick & Tornare, Elise (2025). Attachment and information seeking in young adults. Conference Paper. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons (2025). Attachment and information seeking across culture, Keynote. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons (2025). Attachment and information seeking. Keynote. Fulltekst i vitenarkiv
Prenevost, Mathilde Hallingstad; Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Piulats, Francisco Maria Pons; Harris, Paul L. & Reber, Rolf (2024). Children's Experience and Understanding of Aha-Moments. Fulltekst i vitenarkiv
Prenevost, Mathilde H. & Piulats, Francisco Maria Pons (2024). Information seeking and attachment across cultures. Fulltekst i vitenarkiv
Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Piulats, Francisco Maria Pons; Harris, Paul L. & Reber, Rolf (2024). Children’s experience and understanding of aha-experiences. Fulltekst i vitenarkiv
Prenevost, Mathilde Hallingstad; Haugen, Linda Josefine Aas; Nilsen, Ida Bekke Rønneberg; Bølstad, Evalill; Piulats, Francisco Maria Pons & Reber, Rolf (2023). Young Children’s Understanding of the Affective Implications of Insight – A First Study. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons (2021). Emotion understanding in young children: Evaluation and Intervention. Keynote, Psychology for Education 2021. Fulltekst i vitenarkiv
Viana, Karine Maria Porpino; Reynoso, M. Cerezo & Piulats, Francisco Maria Pons (2021). De la comprensión de las emociones en los niños a las creencias de los maestros sobre las emociones. Guest Lecture. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons (2021). Can digital media help children to improve their understanding of emotions? Plenary Speaker, Fulltekst i vitenarkiv
Viana, Karine Maria Porpino & Piulats, Francisco Maria Pons (2021). How does culture impact children’s understanding of emotions? Guest lecture. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Orm, Stian; Holmberg, Ella Holt & Pons, Francisco (2020). Visual Thinking and Impaired Temporal Cognition in Individuals with Autism Spectrum Disorders. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons (2020). Impact de la culture et de l’attachement sur les stratégies de recherche d’informations chez l’enseignant et l’élève. Invited Paper. Fulltekst i vitenarkiv
Piulats, Francisco Maria Pons (2020). Impact of Culture on Children’s Understanding of Emotions: Retrospects and Prospects. Fulltekst i vitenarkiv
Pons, Francisco (2019). Emotion understanding in children: Recent data. Invited Paper. Fulltekst i vitenarkiv
Pons, Francisco (2019). Attachment and Information Seeking in Adults across Cultures. EFPA Vygotsky Award 2019 Keynote. Fulltekst i vitenarkiv
Viana, Karine Maria; Chams, Camilla & Pons, Francisco (2019). Development of the Representations of the Mother-Child Attachment Relationship in Western Literature from 1945-2018. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Viana, Karine Maria; Zambrana, Imac Maria; Veraksa, A; Karevold, Evalill Bølstad & Pons, Francisco (2019). Attachment style and information seeking preference in young adults. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (2018). Effects of a new Emotion Understanding school curriculum intervention. The Reading Emotions Program, Invited Paper, Geneva, Switzerland. Fulltekst i vitenarkiv
Pons, Francisco (2018). Children’s understanding of emotions or the “error” of Pascal, Keynote. Moscow, Russia. Fulltekst i vitenarkiv
Pons, Francisco (2018). Emotion understanding and literacy in children, Invited Paper, Reykjavik, Iceland. Fulltekst i vitenarkiv
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? Fulltekst i vitenarkiv
Pons, Francisco (2017). Emotion understanding in children: Retrospect and prospect. Guest Lecture. Fulltekst i vitenarkiv
Pons, Francisco (2017). Impact of culture on emotion understanding in children. Keynote. Fulltekst i vitenarkiv
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). Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (2017). Teaching emotion understanding: Retrospect and Prospect. Invited Paper. Fulltekst i vitenarkiv
Pons, Francisco (2016). Teaching emotion understanding: Recent data. Guest Lecture. Fulltekst i vitenarkiv
Pons, Francisco (2016). La comprensión de la emoción en los niños: nuevos datos, Keynote. Fulltekst i vitenarkiv
Pons, Francisco (2016). Données récentes sur la compréhension des émotions chez l’enfant. Guest lecture. Fulltekst i vitenarkiv
Pons, Francisco (2015). Emotion understanding in children. Guest lecture. Fulltekst i vitenarkiv
Pons, Francisco (2015). Language and Theory-of-Mind in Children, Guest Lecture. Fulltekst i vitenarkiv
Pons, Francisco (2014). Test of Emotion Comprehension (TEC): Retrospect and prospect. Guest lecture. Fulltekst i vitenarkiv
Pons, Francisco (2014). La comprehension des emotions à l'ecole. Guest lecture. Fulltekst i vitenarkiv
Pons, Francisco (2013). Emotion understanding at school: Retrospect and Prospect. Keynote. Fulltekst i vitenarkiv
Pons, Francisco (2012). Emotion understanding at school: Evaluation and intervention. Guest lecture. Fulltekst i vitenarkiv
Pons, Francisco (2012). Metacognition and metaemotion in children. Keynote. Fulltekst i vitenarkiv
Pons, Francisco (2011). O ensino da compreensão das emoções. Fulltekst i vitenarkiv
Pons, Francisco; Rochat, P. & Rodriguez, C. (2011). Is Piaget still alive? Invited Paper. Fulltekst i vitenarkiv
Bender, P.; Esbjørn, B.; Reinholdt-Dunne, M. & Pons, Francisco (2011). Emotion regulation and childhood anxiety: Gender differences? Paper. Fulltekst i vitenarkiv
Pons, Francisco (2011). Las emociones en la escuela. Guest lecture. Fulltekst i vitenarkiv
Cuisinier, F.; Clavel, C. & Pons, Francisco (2011). Explorer les émotions à l’école: quelles situations pour quelles pratiques pédagogiques? Paper. Fulltekst i vitenarkiv
Bender, P.; Reinholdt-Dunne, M.; Esbjørn, B. & Pons, Francisco (2011). Emotion regulation, anxiety and depression in typical children and adolescents. Paper. Fulltekst i vitenarkiv
Sala, N. S; Molina, P. & Pons, Francisco (2011). Analysis of the relationship between defense mechanisms and emotion regulation stratergies. Paper. Fulltekst i vitenarkiv
Andersen, Bettina Gamskjær & Pons, Francisco (2011). Children’s understanding of the development of emotions. Poster. Fulltekst i vitenarkiv
Zambrana, Imac Maria; Ystrøm, Eivind & Pons, Francisco (2011). Predicting late development of language comprehension from 18 to 36 months. Paper. Fulltekst i vitenarkiv
Pons, Francisco (2011). Emoção e cognição. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (2011). Ecole et émotions. Fulltekst i vitenarkiv
Pons, Francisco (2011). Cognition and emotion: Myths and realities. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, Marc de & Cuisinier, Frédérique (2010). Cognition and emotion. I Peterson, Penelope; Baker, Eva & McGaw, Barry (Red.), International Encyclopedia of Education, Third edition, Volume 5. Elsevier. ISSN 9780080448930. s. 218–224. Fulltekst i vitenarkiv
Pons, Francisco (2010). La compréhension des émotions chez les adolescents abusés. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, Marc de & Doudin, Pierre-André (2010). Emotions in research and practice: An introduction. I Pons, Francisco; Rosnay, Marc de & Doudin, Pierre-André (Red.), Emotions in research and practice. Aalborg Universitetsforlag. ISSN 9788773079959. s. 7–16. Fulltekst i vitenarkiv
Zambrana, Imac Maria; Ystrøm, Eivind & Pons, Francisco (2010). Early nonverbal communication and language from 18 to 36 months: A population study. Poster. Fulltekst i vitenarkiv
Pons, Francisco (2010). Å gå i døden for noen. [Internet]. Journalen.no. Fulltekst i vitenarkiv
Pons, Francisco (2010). Lurer du på mer om følelser? [Radio]. Radio Nova . Fulltekst i vitenarkiv
Pons, Francisco (2010). Emotion understanding in children: Impact of age, culture and individual differences. Invited Paper. Fulltekst i vitenarkiv
Andersen, Bettina Gamskjær & Pons, Francisco (2009). Children’s understanding of the impact of age on the ability to regulate feelings and control emotional expressions. Fulltekst i vitenarkiv
Andersen, Bettina Gamskjær & Pons, Francisco (2009). Children’s understanding of the impact of age on the regulation and the control of emotions. Fulltekst i vitenarkiv
Pons, Francisco (2009). Comprensión emocional: evaluación e intervención en el contexto escolar. Fulltekst i vitenarkiv
Pons, Francisco (2009). Attachment development: Retrospect and Prospect. Fulltekst i vitenarkiv
Pons, Francisco (2009). Social cognition and language. Fulltekst i vitenarkiv
Sala, M. Nives; Molina, P.; Freilone, F. & Pons, Francisco (2009). Analisi della relazione fra meccanismi di difesa e regaolazione delle emozioni. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (2008). Qu'est-ce qu'un(e) psychologue? Fulltekst i vitenarkiv
Pons, Francisco (2008). Cuatro conferencias sobre el desarrollo emocional. Fulltekst i vitenarkiv
Pons, Francisco (2008). Décalage dans la compréhension de la relation entre affect et intellect chez l'enfant. Fulltekst i vitenarkiv
Pons, Francisco (2008). La compréhension des émotions chez l'élève et l'enseignant. Fulltekst i vitenarkiv
Pons, Francisco (2008). Théorie de l'Esprit et Autisme. Fulltekst i vitenarkiv
Pons, Francisco (2008). Attachement et Développement Cognitif. Fulltekst i vitenarkiv
Pons, Francisco (2007). La compréhension des émotions à l'école. Fulltekst i vitenarkiv
Andersen, B. Gamskjær & Pons, Francisco (2007). Are typical people able to recognize emotions in people with autism? Fulltekst i vitenarkiv
Pons, Francisco (2007). The Test of Emotion Comprehension (TEC) for the evaluation of emotion understanding. Fulltekst i vitenarkiv
Bender, P.; Pons, Francisco; Harris, P. & Rosnay, M. de (2007). Children's understanding of the impact of false beliefs on emotions: Self and other. Fulltekst i vitenarkiv
Andersen, B. Gamskjær & Pons, Francisco (2007). Does auditory reinforcement have an impact on the working memory of children with autism spectrum disorders? Fulltekst i vitenarkiv
Kristofersdottir, G. & Pons, Francisco (2007). Understanding mixed emotions and psychological well-being in Icelandic adolescent girls. Fulltekst i vitenarkiv
Pons, Francisco (2007). La compréhension des émotions chez l'enfant: Entre recherche et pratique. Fulltekst i vitenarkiv
Pons, Francisco (2006). Cómo ayudamos a los/as niños/as a mejorar su comprensión de las emociones? Fulltekst i vitenarkiv
Pons, Francisco (2006). Test of Emotion Comprehension (TEC): Retrospect and Prospect. Fulltekst i vitenarkiv
Pons, Francisco (2006). Competenza emotive e strumenti di valutazione. Fulltekst i vitenarkiv
Pons, Francisco & Bernaschina, F. (2006). Mind, emotion and social understanding in children and adolescents. Fulltekst i vitenarkiv
Pons, Francisco (2006). Com ensenyar a comprendre les emocions? Fulltekst i vitenarkiv
Pons, Francisco (2006). Social understanding development. Fulltekst i vitenarkiv
Pons, Francisco (2006). La competenza emotive: tra psicologia ed educazione. Fulltekst i vitenarkiv
Pons, Francisco (2006). Educare alla competenza emotive. Fulltekst i vitenarkiv
Pons, Francisco (2006). Executive functions, theory of mind, and emotion understanding in children. Fulltekst i vitenarkiv
Pons, Francisco (2006). Theory of mind, emotion understanding, language and working memory in children. Fulltekst i vitenarkiv
Pons, Francisco (2006). Children’s understanding of the relation between mind and emotion. Fulltekst i vitenarkiv
Lecce, S.; Pons, Francisco; Rosnay, M. de; 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. Fulltekst i vitenarkiv
Nielsen, B.B.; Kalvåg, H. & Pons, Francisco (2006). Impact of the size of the class on pupils’ psychosocial well-being. Fulltekst i vitenarkiv
Giménez-Dasí, M. & Pons, Francisco (2006). Imaginary companions, theory of mind and emotion comprehension in children. Fulltekst i vitenarkiv
Doudin, P.-A.; Albanese, O. & Pons, Francisco (2006). La psychologie du développment de l’enfant: une discipline transversale? Fulltekst i vitenarkiv
Doudin, P.-A.; Martin, D. & Pons, Francisco (2005). Une comparaison des croyances et des pratiques d’enseignants avec ou sans formation pédagogique. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Rosnay, M. de; Pons, Francisco; Harris, P. & Jensen, B. (2005). Children's understanding of the link between preferences and emotions: Influences of linguistic ability and maternal discourse. Fulltekst i vitenarkiv
Pons, Francisco; Boucher, J.; Lind, S. & William, D. (2005). Temporal cognition in children and adolescents with autism spectrum disorders. Fulltekst i vitenarkiv
Daniel, M.F.; Doudin, P.-A. & Pons, Francisco (2005). Children's representations of violence: Impact of cognitive stimulation of a philosophical nature. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de & Mino, T. Philipona (2005). Lag between theory of mind and emotion understanding in young children: Impact of language and working memory. Fulltekst i vitenarkiv
Bendixen, T.; Andreasen, L. Dahl & Pons, Francisco (2005). Recognition of basic emotions in mildly depressed young adults. Fulltekst i vitenarkiv
Pons, Francisco (2005). La compréhension des émotions chez l’enfant: Quelques repères dans un terrain encombré. Fulltekst i vitenarkiv
Pons, Francisco (2005). Emotion understanding in children: Retrospect and Prospect. Fulltekst i vitenarkiv
Pons, Francisco (2005). Theory of mind in children and adolescents: Past, Present and Future. Fulltekst i vitenarkiv
Pons, Francisco (2005). La métaémotion chez l’enfant: De l’évaluation à l’intervention. Fulltekst i vitenarkiv
Pons, Francisco (2005). Five questions to improve pupils’ (and maybe also teachers’) emotion comprehension. Fulltekst i vitenarkiv
Bender, P.; Kristensen, K. & Pons, Francisco (2005). Emotion understanding in children and adolescents. Fulltekst i vitenarkiv
Pons, Francisco (2005). Five questions to improve pupils’ (and maybe also teachers’) emotion comprehension. Fulltekst i vitenarkiv
Pons, Francisco (2005). Apprentissages scolaires et compréhension des émotions. Fulltekst i vitenarkiv
Kristensen, K.; Bender, P. & Pons, Francisco (2005). Mother’s ability to predict their children’s emotion understanding: Impact of maternal mental state discourses. Fulltekst i vitenarkiv
Pons, Francisco; Klausen, T. & Nielsen, A.M. (2005). Modality shift effect (MSE) in children and adolescents: Impact of age and gender. Fulltekst i vitenarkiv
Pons, Francisco (2005). Individual differences in children's emotion understanding. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Blasi, C. Hernandez; Escalera, C. & Pons, Francisco (2004). On the relationship between social adaptation and emotion understanding in adults with mental retardation and children. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A. & Harris, P. (2004). Emotion understanding by adolescents: Effects of abuse and learning difficulties. Fulltekst i vitenarkiv
Pons, Francisco (2004). Sviluppo della metaemozione nel bambino: Strumenti di valutazione e intervento educativo. Fulltekst i vitenarkiv
Pons, Francisco (2004). Conversations and childhood: The impact of conversations on early social, emotional and cognitive development. Fulltekst i vitenarkiv
Pons, Francisco (2004). La métaémotion chez l’élève. Fulltekst i vitenarkiv
Doudin, P.-A. & Pons, Francisco (2003). Metaemotion, metacognition and interpersonal relationships in severe abused children and adolescents. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A. & Harris, P. (2003). Enseigner la compréhension des émotions: Quel type de programme pour quel type d’élève? Fulltekst i vitenarkiv
Boucher, J. & Pons, Francisco (2003). Temporal cognition and mental time travel in autism. Fulltekst i vitenarkiv
Doudin, P.-A.; Pons, Francisco & Martin, D. (2003). Approche multidimensionnelle de l'abus chez l'enfant et l'adolescent: métaémotion, métacognition et relations interpersonnelles. Fulltekst i vitenarkiv
Blasi, C. Hernandez; Pons, Francisco; Escalera, C. & Suco, A. (2003). On the role of intelligence on emotional comprehension. Fulltekst i vitenarkiv
Harris, P. & Pons, Francisco (2003). Germs, Angels, and Giraffes: Children's understanding of ontology. Fulltekst i vitenarkiv
Pons, Francisco & Harris, P. (2003). Approches transversales et longitudinales du développement de la compréhension des émotions chez l’enfant. Fulltekst i vitenarkiv
Pons, Francisco (2003). Longitudinal stability of individual differences in school children's emotion understanding. Fulltekst i vitenarkiv
Blasi, C. Hernandez; Escalera, C. & Pons, Francisco (2002). Emotion comprehension in adults with mental retardation. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A. & Harris, P. (2002). Teaching emotion understanding: Development and individual differences. Fulltekst i vitenarkiv
Doudin, P.-A. & Pons, Francisco (2002). Enfants abusés: conséquences développementales et intervention. Fulltekst i vitenarkiv
Pons, Francisco (2002). Psychogenèse de la conscience. Fulltekst i vitenarkiv
Pons, Francisco (2002). Différences individuelles dans la compréhension des émotions chez l'enfant. Fulltekst i vitenarkiv
Boucher, J. & Pons, Francisco (2002). Temporal cognition in autism. Fulltekst i vitenarkiv
Pons, Francisco (2002). Emotion understanding in children: Recent findings. Fulltekst i vitenarkiv
Pons, Francisco (2002). Théorie de l'esprit et compréhension des émotions chez l'enfant. Fulltekst i vitenarkiv
Pons, Francisco (2002). Compréhension des émotions chez l'enfant: recherches et pratiques. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de; Harris, P. & Lawson, J. (2001). Emotion understanding and language in children. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Rosnay, M. de (2001). Emotion understanding, social relationships and learning abilities. Fulltekst i vitenarkiv
Doudin, P.-A.; Pfulg, L. & Pons, Francisco (2001). Enfants abusés: facteurs de risques et de compensation. Fulltekst i vitenarkiv
Rosnay, M. de; Pons, Francisco & Harris, P. (2001). False belief understanding as a necessary but not sufficient condition for correct emotion attribution. Fulltekst i vitenarkiv
Pons, Francisco; Doudin, P.-A. & Harris, P. (2001). Comprension de las emociones en el niño: Aspectos evolutivos, clinicos e individuales. Fulltekst i vitenarkiv
Pons, Francisco & Harris, P. (2001). Test of Emotion Comprehension (TEC): From research to practice. Fulltekst i vitenarkiv
Harris, FJ & Pons, Francisco (2001). Perspectives actuelles sur le développement de la compréhension des émotions chez l'enfant. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Doudin, P.-A. (2001). Perspectivas actuales sobre la comprension infantil de las emociones. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Doudin, P.-A. (2001). Perspectivas actuales sobre la comprension infantil de las emociones. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Rosnay, M. de (2000). Niveaux de compréhension des émotions chez l'enfant: analyses psychométriques, développementales et différentielles. Fulltekst i vitenarkiv
Pons, Francisco; Rosnay, M. de & Harris, P. (2000). A general test of children's emotion understanding (between 3 and 11 years). Fulltekst i vitenarkiv
Pons, Francisco; Harris, P. & Rosnay, M. de (2000). Children's understanding of the nature, the cause and the control of emotions. Fulltekst i vitenarkiv
Pons, Francisco (1999). Language and consciousness: Which clue for which consciousness? Fulltekst i vitenarkiv
Pons, Francisco (1999). Development of diachronic tendency and its relationships with knowledge and reflexive consciousness. Fulltekst i vitenarkiv
Pons, Francisco (1999). Emotions conscientes et consciences des émotions. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (1998). Régulations conscientes et conscience des régulations dans le fonctionnement et le développement cognitif. Fulltekst i vitenarkiv
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? Fulltekst i vitenarkiv
Pons, Francisco; Crochet, B. & Bovet, P. (1998). The Travelling Salesman Problem: A first developmental study. Fulltekst i vitenarkiv
Pons, Francisco (1998). Effects of age, cognitive level and content in the development of reflexive consciousness in children (aged six to twelve) and adults. Fulltekst i vitenarkiv
Cattin, J.-P. & Pons, Francisco (1997). The diachronic approach and problem solving. Fulltekst i vitenarkiv
Montangero, J. & Pons, Francisco (1997). Etude du développement de la perspective diachronique entre 8 et 12 ans. Fulltekst i vitenarkiv
Pons, Francisco (1997). Les "Courbes Mécaniques": une étude développementale. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Pons, Francisco (1997). Définition et mesure de la conscience: un problème pour la psychologie expérimentale? Fulltekst i vitenarkiv
Pons, Francisco (1995). L'échec est-il une cause du développement cognitif? Fulltekst i vitenarkiv
Montangero, J.; Cattin, J.-P. & Pons, Francisco (1995). Diachronie et découverte de solutions à un conflit interpersonnel. Fulltekst i vitenarkiv
Pons, Francisco (1995). Expliquer le développement cognitif: conscience, contrôle ou attention? Fulltekst i vitenarkiv
Montangero, J. & Pons, Francisco (1995). Conscience et développement intellectuel: le point de vue piagétien. Fulltekst i vitenarkiv
Pons, Francisco (1995). Données fonctionnelles et développementales sur la conscience en situation de résolution de problème. Fulltekst i vitenarkiv
Montangero, J. & Pons, Francisco (1994). Pensée diachronique et compréhension d’une série de dessins humoristiques. Fulltekst i vitenarkiv
Pons, Francisco (1994). Typologie des consciences métacognitives chez l’enfant de 6 à 12 ans et l’adulte. Fulltekst i vitenarkiv
Montangero, J.; Monzani, S. & Pons, Francisco (1994). L’enfant comme psychologue du développement: conceptions enfantines du développement de l’intelligence. Fulltekst i vitenarkiv
Pons, Francisco & Jaffé, P. (1994). Niños "encarcelados" con sus madres: implicaciones psicológicas. Fulltekst i vitenarkiv
Pons, Francisco & Montangero, J. (1994). Analyse du développement de la pensée diachronique: le riche devance-t-il toujours le pauvre? Fulltekst i vitenarkiv
Pons, Francisco & Montangero, J. (1994). Figuration des changements au cours du temps: relation entre la tendance diachronique, la sériation et la métrique temporelle. Fulltekst i vitenarkiv
Thomas, L. & Pons, Francisco (1993). Capacité attentionnelle et niveau cognitif dans une épreuve piagétienne. Fulltekst i vitenarkiv
Pons, Francisco (1992). Conscience et cognition. Fulltekst i vitenarkiv
Pons, Francisco & Thomas, F. (1992). Attentional capacity and cognitive performance in the balance task. Fulltekst i vitenarkiv
Pons, Francisco (1992). La conscience cognitive. Fulltekst i vitenarkiv
Pons, Francisco (1992). Mémoire de travail et attention, une intégration des approches piagétienne, néopiagétienne et du traitement de l'information. Fulltekst i vitenarkiv
Pons, Francisco (1992). Les mémoires sensorielles, à court terme et à long terme du point de vue des théories du traitement de l'information. Fulltekst i vitenarkiv
Pons, Francisco (1991). La conscience ou les consciences? Fulltekst i vitenarkiv
Thomas, L. & Pons, Francisco (1991). The balance task: a longitudinal study. Fulltekst i vitenarkiv
Pons, Francisco; Jacobsen, C. & Aagesen, N. (2006). Psykologistuderendes ønsker om egenterapi I Universitetsklinikken professionprogram ved Aalborg Universitet. Aalborg Universitetsforlag. Fulltekst i vitenarkiv
Jacobsen, C.; Pons, Francisco; Larsen, D. & Hansen, M.R. (2005). Effekt af den psykoterapeutiske behandling v. Universitetsklinikken, Første afrapportering fra FAPU-UK. Aalborg Universitetsforlag. Fulltekst i vitenarkiv
Pons, Francisco (2005). Theory of mind and emotion understanding in children: Impact of culture and religion. Final report. Guepard Foundation. Fulltekst i vitenarkiv
Pons, Francisco (2003). Émergence de la conscience II. Rapport final. Swiss National Science Foundation. Fulltekst i vitenarkiv
Pons, Francisco (2003). Émergence de la conscience I. Rapport final, Swiss National Science Foundation. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Ribaupierre, A. de; 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. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Ribaupierre, A. de; 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. Fulltekst i vitenarkiv
Pons, Francisco (1990). Compétences et performances spatiales du hamster doré (Mesocricetus Auratus). University of Geneve. Fulltekst i vitenarkiv

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Publisert 20. sep. 2010 11:31 - Sist endret 2. juni 2025 10:26

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Francisco Pons

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