Francisco Pons

Professor of Developmental Psychology

CV
Administration
Teaching
Basic Applied Research
Publications & Communications

CV

Educations

Positions

Miscellaneous

Administration

- Member of the Teachers Board (Psychology).

- Member of the Cognitive Psychology Unit (CPU).

- Program Coordinator (International Program in Psychology).

- Erasmus – Socrates Coordinator (Psychology).

- International affairs Representative (Psychology).

Teaching

(Bachelor, Master & Ph.D.)

- Basic and Advanced Developmental Psychology.

- Basic and Advanced Methods and Statistics.

- Klinik for Anvendt Neuro- Udviklings- og Kognitionspsykologi (KANUK).

Basic and Applied Research

Emotion, mind and social understanding development

How do we understand our cognitive and emotional mind and others’ mind? Examples of specific topics: (a) Theory of mind, emotion understanding, social understanding and their relations. (b) Role of culture, religion, social and economical status, family discourse, affective experience, attachment relationship, imagination, language, intelligence and memory in the explanation of such understandings. (c) Consequences of mind, emotion and social understandings on pro-social representations and behaviors. (d) Construction, validation and evaluation of the reliability of the Test of Emotion Comprehension (TEC) and the Theory of Mind Test (TMT).

These tests have been translated until now into 10 different languages: English, French, Spanish, Italian, Danish, Dutch, German, Greek, Quechua and Arabic (and soon Norwegian). They have been validated and their reliability has been evaluated positively. The TEC is going to be soon standardized in Italian with more than 2000 children. A computerized coloured version is also under progress. The TEC is currently used by dozens of research, pedagogical and clinical institutions in Europe, America, Africa and Asia as diagnostic instrument, independent or dependent measure.

Participants are typical children, adolescents and adults, and non-typical people (e.g. children and adolescents with autism, abused adolescents, adults with mental retardation, and pupils with learning difficulties) from Western (i.e. Europe and North America) and non-Western cultures and societies (e.g. Fongbé of Benin, Quechua of Peru, Arabic of Lebanon).

Conceptual development

How do we know the external world? Examples of topics: (a) Knowledge of the ontological status of real, invisible, equivocal and impossible objects (e.g. giraffes, germs, angels and flying pigs); Knowledge of physical, biological and social transformations (e.g. knowledge of illness, traffic jams, growth of trees); Intuitive physics, probability knowledge and spatial representation. (b) Role of language, intelligence and memory in the explanation of such knowledge.

Participants are typical children, adolescents and adults, and non-typical people (e.g. children and adolescents with autism) from different Western cultures and societies (i.e. Europe)

Cognitive development

What are the cognitive functions that make possible our emotion, mind, social understanding and conceptual development? Examples of topics: Consciousness and Metacognition; Temporal cognition; Intelligence and Language; Attentional capacity and Working memory; Mental images and Dreams; Piagetian (genetic psychology and epistemology) and Neo-Piagetian models of cognition (i.e. neo-structuralism and socio-constructivism).

Participants are typical children, adolescents and adults, and non-typical people (e.g. children and adolescents with autism) from different Western cultures and societies (i.e. Europe).

School achievement

How can we help pupils to improve their school achievement and teachers to progress in their psychological training? Examples of specific topics: Impact of cultural identity on immigrants’ school achievement. Helping abused adolescents to improve their school achievement. Prevention of violence in pre-school children. Teaching emotion understanding at school. Mathematics and emotions. Helping novice and experienced teachers to improve their conception of intelligence and their reflective consciousness. Beliefs and knowledge in teachers.

Participants are typical children, adolescents and adults, and non-typical people (e.g. pupils with learning difficulties, abused pupils, immigrants) from different Western cultures and societies (i.e. Europe and North America).

Current research collaborations:

- Cognitive Psychology Unit (CPU) (Aalborg University, Denmark).

- Mogens Jensen (University of Aalborg, Denmark).

- Martin Accad (Institute for Middle-East Studies, Lebanon).

- Ottavia Albanese (University of Milano Bicocca, Italy).

- Tassoula Bassous (Lebanese American University, Lebanon).

- Francois Bernaschina (University of Geneva, Switzerland).

- Jill Boucher (Warwick University, UK).

- Frédérique Cuisinier (University of Paris X, France)

- Marie-France Daniel (University of Montreal, Canada).

- Marc de Rosnay (University of Sydney, Australia).

- Pierre-André Doudin (University of Lausanne, Switzerland).

- Marta Gimenez (Universidad Nacional de Educación a Distancia , Spain).

- Paul Harris (Harvard University, USA).

- Carlos Hernandez Blasi (Jaume I University, Spain).

- Louise Lafortune (University of Quebec à Trois-Rivières, Canada).

- Timo Timonen (University of Joensuu, Finland).

- Paloma Visscher (Harvard University).

Scientific publications & communications

2006

189. Edited Book

Pons, F., Daniel, M.-F., Lafortune, L., Doudin, P.-A., & Albanese, O. (Eds.) (2006). Toward emotional competences. Aalborg: Aalborg University Press.

188. Edited Book

Albanese, O., Daniel, M.-F., Doudin, P.-A., Lafortune, L., & Pons, F. (Eds.) (2006). Competenza emotive tra psicologia ed educazione. Milano: Franco Angeli.

187. Article

Daniel, M., Doudin, P.-A., & Pons, F. (2006). Children’s representations of violence: Impacts of cognitive stimulation and philosophical nature. Journal of Peace Education. 3(2), 209-234.

186. Article

Doudin, P.-A. & Pons, F. (2006). Comprendre ses émotions à l'école. Prismes, 4, 11-15.

185. Article

Harris, P., Pasquini, E., Duke, S., Asscher, J., & Pons, F. (2006). Germs and angels: The role of testimony in young children’s ontology. Developmental Science, 9(1), 76-96.

184. Book chapter

Pons, F., Harris, P., & de Rosnay, M. (2006). Betydningen af barnets sprog og familiens samtaleaktiviteter for barnets Theory of Mind. In C. Jantzen & T. Thellesen (Eds.), Videnskabelig begrebsdannelse (pp. 93-106). Aalborg: Aalborg Universitrtsforlag.

183. Book chapter

Albanese, O., Grazzani Gavazzi, I., Molina, P., Antoniotti, C., Arati, L., Farina, E., & Pons, F. (2006). Italian standardization of the Test of Emotion Comprehension. In F. Pons, M.-F. Daniel, L. Lafortune, P.-A., Doudin & O. Albanese (Eds.). Toward emotional competences (pp. 39-53). Aalborg: Aalborg University Press.

182. Book chapter

Pons, F., Daniel, M.-F., Lafortune, L., Doudin, P.-A., & Albanese, O. (2006). Toward emotional competences: An introduction. In F. Pons, M.-F. Daniel, L. Lafortune, P.-A., Doudin, P.-A. & O. Albanese (Eds.). Toward emotional competences (pp. 13-17)Aalborg: Aalborg University Press.

181. Book chapter

Pons, F., de Rosnay, M., Doudin, P.-A., Harris, P., & Cuisinier, F. (2006). Emotion understanding as a reflective emotional competence: Between experiences and symbols. In F. Pons, M.-F. Daniel, L. Lafortune, P.-A., Doudin, P.-A. & O. Albanese (Eds.). Toward emotional competences (pp. 19-38). Aalborg: Aalborg University Press.

180. Book chapter

Albanese, O., Grazzani, I., Molina, P., Antoniotti, C., Arati, I, Farina, E., & Pons, F. (2006). La comprensione delle emozioni nei bambini: Dati preliminari del progetto Italiano dei validazione del Test of Emotion Comprehension (TEC). In O. Albanese, M.-F. Daniel, P.-A. Doudin, L. Lafortune & F. Pons (Eds.), Competenza emotive tra psicologia ed educazione (pp. 35-47). Milano: Franco Angeli.

179. Book chapter

Albanese, O., Daniel, M.-F., Doudin, P.-A., Lafortune, L., & Pons, F. (2006). Introduzione. In O. Albanese, M.-F. Daniel, P.-A. Doudin, L. Lafortune & F. Pons (Eds.), Competenza emotive tra psicologia ed educazione (pp. 11-14). Milano: Franco Angeli.

178. Book chapter

Pons, F., Doudin, P.-A., Harris, P., & de Rosnay, M. (2006). La comprensione delle emozioni tra intelletto e affectto. In O. Albanese, M.-F. Daniel, P.-A. Doudin, L. Lafortune & F. Pons (Eds.), Competenza emotive tra psicologia ed educazione (pp. 15-34). Milano: Franco Angeli.

177. Book chapter

de Ribaupierre, A., Poget, L., & Pons, F. (2006). The age variable in cognitive developmental psychology. In C. Sauvain-Dugerdil, H. Leridon & N. Mascie-Taylor (Eds.), Human clocks. The bio-cultural meanings of age (pp. 101-123). Bern, Berlin, Bruxelles, New York, Oxford and Wien: Peter Lang.

176. Book chapter

Grazzani Gavazzi, I. Molina, P., Albanese, O., Antoniotti, C., Arati, L., Farina, E., Fiorilli, C., Pons, F. (2006). Metacognizione ed emozioni: la comprensione delle emozioni nei bambini. In M. Pinelli & C. Trubini (Eds.), Metacognizione: modelli a confronto (pp. 121-132). Parma: Uni.Nova.

175. Scientific report

Jacobsen, C., Pons, F., & Aagesen, N. (2006). Psykologistuderendes ønsker om egenterapi I Universitetsklinikken professionprogram ved Aalborg Universitet. Aalborg University, Aalborg, Denmark.

174. Invited conference

Pons, F. (2006, December). Theory of mind, emotion understanding, language and working memory in children. Invited conference, European Science Foundation (EMRC & SCH) Exploratory Workshop on Metacognition and Mental State Monitoring, Paris, France.

173. Invited conference (Keynote)

Pons, F. (2006, September). Executive functions, theory of mind, and emotion understanding in children. Invited conference, 20th Italian National Conference of Developmental Psychology, Verona, Italy.

172. Invited discussant

Pons, F. (2006, September). Competenza emotive e strumenti di valutazione. Simposium convened by A. Albanese and I. Grazzani. Invited discussant, 20th Italian National Conference of Developmental Psychology, Verona, Italy.

171. Paper

Lecce, S., Pons, F., de Rosnay, M., Caputi, M., & Pagnin, A. (2006, September). Il ruolo della comprensione delle emozioni e delle credenze nella competenza sociale: uno studio in bambini dai 4 ai 7 ani. Paper. 20th Italian National Conference of Developmental Psychology, Verona, Italy.

170. Poster

Nielsen, B.B., Kalvåg, H., & Pons, F. (2006, July). Impact of the size of the class on pupils’ psychosocial well-being. Poster. 26th International Congress of Applied Psychology, Athens, Greece.

169. Invited conference

Pons, F. (2006, June). Test of Emotion Comprehension (TEC): Retrospect and Prospect. Invited conference. NTNU, Tronheim, Norway.

168. Poster

Giménez-Dasí, M., & Pons, F. (2006, May). Imaginary companions, theory of mind and emotion comprehension in children. Poster, 11th International Conference of the Association of Psychology and Psychiatry for Adults and Children, Athens, Greece.

167. Paper

Doudin, P.-A., Albanese, O., & Pons, F. (2006, May). La psychologie du développment de l’enfant: une discipline transversale? In L. Lafortune, R., Landry & A. Robertson (Chairs), La transversalité et la disciplinarité en complémentarité ! Paper, 74ème Congrès de l'Association Canadienne Française pour l'Avancement des Sciences, Montréal, Canada.

166. Invited conference (Keynote)

Pons, F. (2006, February). Social understanding development. Invited opening conference (Keynote), Giornata di Studi sulla Metacognizione, University of Parma, Italy.

165. Invited conference

Pons, F., & Bernaschina, F. (2006, February). La competenza emotive: tra psicologia ed educazione. Invited conference, University of La Sapienza, Roma, Italy.

164. Invited conference

Pons, F., (2006, February). Educare alla competenza emotive. Invited conference, Instituto Universitario di Scienze Motorie, Roma, Italy.

163. Invited conference

Pons, F. (2006, January). Com ensenyar a comprendre les emocions? Invited conference, University of Lleida, Spain.

162. Invited conference

Pons, F., & Bernaschina, F. (2006, January). Mind, emotion and social understanding in children and adolescents. Invited conference, Universidad Nacional de Educación a Distancia, Madrid, Spain.

161. Invited conference

Pons, F. (2006, January). Cómo ayudamos a los/as niños/as a mejorar su comprensioón de las emociones? Invited conference, University of Barcelona, Spain.

2005

160. Edited Book

Pons, F., Hancock, D., Lafortune, L., & Doudin, P.-A. (Eds.) (2005), Emotions in learning. Aalborg: Aalborg University Press.

159. Edited Book

Lafortune, L., Daniel, M.-F., Doudin, P.-A., Pons, F., & Albanese, O. (Eds.) (2005a), Pédagogie et psychologie des émotions. Sainte-Foy: Presses de l’Université du Québec.155.

158. Article

Harris, P.L., de Rosnay, M., & Pons, F. (2005). Language and children’s understanding of mental states. Current Directions in Psychological Sciences, 14(2), 69-73.

157. Article

Pons, F., & Harris, P. (2005). Longitudinal change and longitudinal stability of individual differences in children's emotion understanding. Cognition and Emotion, 19(8), 1158-1174.

156. Article

Pons, F., Harris, P., & Doudin, P.-A. (2005). Ensenyar a comprendre les emocions. Suports, 7(1), 44-53.
 

155. Book chapter

Doudin, P.-A., Pons, F., Pfulg, L., & Martin, D. (2005). How to facilitate the school integration of abused children? In F. Pons, D. Hancock, L. Lafortune & P.-A. Doudin (Eds.), Emotions in learning (pp. 41-58). Aalborg: Aalborg University Press.

154. Book chapter

Lafortune, L., & Pons, F. (2005). The role of anxiety in metacognition in mathematics. In F. Pons, D. Hancock, L. Lafortune & P.-A. Doudin (Eds.), Emotions in learning (pp. 139-161). Aalborg: Aalborg University Press.

153. Book chapter

Pons, F., Doudin, P.-A., Harris, P., & de Rosnay (2005). Helping children to improve their emotion comprehension. In F. Pons, D. Hancock, L. Lafortune & P.-A. Doudin (Eds.), Emotions in learning (pp. 15-39). Aalborg: Aalborg University Press.

152. Book chapter

Pons, F., Hancock, D., Lafortune, L., & Doudin, P.-A. (2005). Emotions in Learning: Conceptualization and intervention. In F. Pons, D. Hancock, L. Lafortune & P.-A. Doudin (Eds.), Emotions in learning (pp. 11-13). Aalborg: Aalborg University Press.

151. Book chapter

Lafortune, L., Daniel, M.-F., Doudin, P.-A., Pons, F., & Albanese, O. (2005b), Introduction. In L. Lafotune, M.-F. Daniel, P.-A. Doudin, F. Pons & O. Albanese (Eds.), Pédagogie et psychologie des émotions (pp. 1-5). Sainte-Foy: Presses de l’Université du Québec.

150. Book chapter

Pons, F., Doudin, P.-A., Harris, P., & de Rosnay (2005). La compréhension des émotions: entre affect et intellect. In L. Lafotune, M.-F. Daniel, P.-A. Doudin, F. Pons & O. Albanese (Eds.), Pédagogie et psychologie des émotions (183-206). Sainte-Foy: Presses de l’Université du Québec.

149. Scientific report

Jacobsen, C. H., Pons, F., Larsen, D. E., & Hansen, M. R. (2005). Effekt af den psykoterapeutiske behandling v. Universitetsklinikken, Første afrapportering fra FAPU-UK. Aalborg University, Aalborg, Denmark.

148. Paper

Pons, F. (2005, October). Individual differences in children's emotion understanding. Paper, Olso Workshop on Early Attention, Interaction and Communication, University of Olso, Norway.

147. Invited conference

Pons, F. (2005, October). Theory of mind in children and adolescents: Past, Present and Future. Invited conference, Haigazian University, Beirut, Lebanon

146. Invited conference

Pons, F. (2005, October). Emotion understanding in children: Retrospect and Prospect. Invited conference, Institute of Sapiential Knowledge, Beirut, Lebanon.

145. Invited conference

Pons, F. (2005, October). Five questions to improve pupils’ (and maybe also teachers’) emotion comprehension. Invited conference, Beirut Baptist School, Beirut, Lebanon.

144. Invited conference

Pons, F. (2005, October). Five questions to improve pupils’ (and maybe also teachers’) emotion comprehension. Invited conference, Bassel School, Baalbeck, Lebanon.

143. Invited conference

Pons, F. (2005, September). Apprentissages scolaires et compréhension des émotions. Invited conference, 1ère Rencontres de l’accompagnement scolaire et de l’édition éducative, University of Nanterre – Paris X, France.

142. Poster

Kristensen, K., Bender, P., & Pons, F. (2005, August). Mother’s ability to predict their children’s emotion understanding: Impact of maternal mental state discourses. Poster, XIIth European Conference on Developmental Psychology, La Laguna, Spain.

141. Poster

Pons, F., Klausen, T., & Nielsen, A. (2005, August). Modality shift effect (MSE) in children and adolescents: Impact of age and gender. Poster, XIIth European Conference on Developmental Psychology, La Laguna, Spain.

140. Poster

Pons, F., de Rosnay, M., & Philipona Mino, T (2005, August). Lag between theory of mind and emotion understanding in young children: Impact of language and working memory. Poster, XIIth European Conference on Developmental Psychology, La Laguna, Spain.

139. Poster

Bendixen, T., Dahl Andreasen, L., & Pons, F. (2005, July). Recognition of basic emotions in mildly depressed young adults. Poster, 9th European Congress of Psychology, Granada, Spain.

138. Paper

Martin, D., Doudin, P.-A., Pons, F. (2005, May). Une comparaison des croyances d’étudiants à l’enseignement en début de formation et d’enseignant sans formation pédagogique. In L. Lafortune & A. Robertson (Chairs). Le questionnement sous toutes ses formes dans la formationpour réfléchir sur sa pratique professionnelle. Paper, 73ème Congrès de l'Association Canadienne Française pour l'Avancement des Sciences, Chicoutimi, Canada.

137. Paper

Doudin, P.-A., Martin, D., Pons, F. (2005, May). Une comparaison des croyances et des pratiques d’enseignants avec ou sans formation pédagogique. In L. Lafortune & A. Robertson (Chairs). Le questionnement sous toutes ses formes dans la formationpour réfléchir sur sa pratique professionnelle. Paper, 73ème Congrès de l'Association Canadienne Française pour l'Avancement des Sciences, Chicoutimi, Canada.

136. Invited conference

Bender, P., Kristensen, K., & Pons, F., (2005, April). Emotion understanding in children and adolescents. Invited conference, Pædagogisk Psykologisk Rådgivning - Hjørring, Denmark.

135. Paper

Pons, F., Boucher, J., Lind, S., & Williams, D. (2005, April). Temporal cognition in children and adolescents with autism spectrum disorders. Paper, 4th Nordic Conference of Research on Autism Spectrum Disorders, Oslo, Norway.

134. Paper

de Rosnay, M., Pons, F., Harris, P., & Jensen, B. (2005, April). Children's understanding of the link between preferences and emotions: Influences of linguistic ability and maternal discourse. In C. Hughes (Chair). Links between Theory of Mind, language and family communicative environments. Paper, Society for Research on Child Development Biennial Meeting, Atlanta, USA.

133. Paper

Daniel, M.-F., Doudin, P.-A., & Pons, F. (2005, April). Children's representations of violence: Impact of cognitive stimulation of a philosophical nature. Paper, American Educational Researchers Association Meeting, Montreal, Canada.

132. Invited conference

Pons, F. (2005, January). La compréhension des émotions chez l’enfant: Quelques repères dans un terrain encombré. Invited conference, Department of Psychology, University of Fribourg, Switzerland.

131. Invited conference

Pons, F. (2005, January). La métaémotion chez l’enfant: De l’évaluation à l’intervention. Invited conference, Institute of Psychology, University of Lausanne, Switzerland.

2004

130. Article

de Rosnay, M., Pons, F., 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, 22, 197-218.

129. Article

Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organizations. European Journal of Developmental Psychology 1(2), 127-152.

128. Article

Tenenbaum, H., Visscher, P., Pons, F., & Harris, P. (2004). Emotion understanding in Quechua children from an agro-pastoralist village. International Journal of Behavioral Development, 28(5), 471-478.

127. Edited book

Lafortune, L., Doudin, P.-A., Pons F., & Hancock, D. R. (Eds.) (2004a). Les émotions à l’école. Sainte-Foy: Presses de l'Université du Québec.

126. Book chapter

Doudin, P.-A., Pons, F., Pflug, L., & Martin, D. (2004). Une intervention pour favoriser l’intégration scolaire d¹enfants gravement abusés. In L. Lafortune, P.-A. Doudin, F. Pons & D. R. Hancock (Eds.), Les émotions à l’école (pp. 33-52). Sainte-Foy: Presses de l'Université du Québec.

125. Book chapter

Lafortune, L., Doudin, P.-A., Pons F., & Hancock, D. R. (2004b). Les émotions à l’école: comprehension et intervention. In L. Lafortune, P.-A. Doudin, F. Pons & D. R. Hancock (Eds.), Les émotions à l’école (pp. 1-6). Sainte-Foy: Presses de l'Université du Québec.

124. Book chapter

Lafortune, L. & Pons, F. (2004). Le rôle de l’anxiété dans la métacogndition: une réflexion vers des actions. In L. Lafortune, P.-A. Doudin, F. Pons & D. R. Hancock (Eds.), Les émotions à l’école (pp. 145-169). Sainte-Foy: Presses de l'Université du Québec.

123. Book chapter

Martin, D., Doudin, P.-A., Pons, F., & Lafortune, L. (2004). Rôle et objets de la prise de conscience en éducation. In R. Pallascio, M.-F. Daniel & L. Lafortune (Eds.), Pensée et réflexivité: théories et pratiques éducatives (pp. 37-52). Sainte-Foy: Presses de l'Université du Québec. [Role and objects of consciousness in education]

122. Book chapter

Pons, F. (2004). Postfazione. In I. Grazzani Gavazzi (Ed.), La competenza emotive: studi e ricerche nel ciclo di vita (pp. 297-300). Milano: Edizioni Unicopli.

121. Book chapter

Pons, F., Doudin, P.-A., Martin, D., Lafortune, L., & Harris, P. (2004). Psychogenèse de la conscience et pensée réflexive. In R. Pallascio, M.-F. Daniel & L. Lafortune (Eds.), Pensée et réflexivité: théories et pratiques éducatives (pp. 13-36). Sainte-Foy: Presses de l'Université du Québec. [Psychogenesis of consciousness and reflexive thinking]

120. Book chapter

Pons, F., Doudin, P.-A., & Harris, P.L. (2004). La compréhension des émotions: développement, différences individuelles, causes et interventions. In L. Lafortune, P.-A. Doudin, F. Pons & D. R. Hancock (Eds.), Les émotions à l’école (pp. 6-31). Sainte-Foy: Presses de l'Université du Québec.

119. Invited discussant

Pons, F. (2004, October). Workshop convened by C. Hughes & M. de Rosnay: Conversations and childhood: The impact of conversations on early social, emotional and cognitive development. Invited discussant. Center for Research in Arts, Social Sciences, and Humanities, University of Cambridge, United Kingdome.

118. Invited conference

Pons, F. (2004, May). La métaémotion chez l’élève. Invited conference. Ministère de l’Education du Québec, Montreal, Canada.

117. Invited conference

Pons, F. (2004, April). Sviluppo della metaemozione nel bambino: Strumenti di valutazione e intervento educativo. Invited conference, Department of Epistemology, University of Milano Bicocca, Italy.

116. Paper

Pons, F., & Doudin, P.-A., & Harris, P. (2004, August). Emotion understanding by adolescents: Effects of abuse and learning difficulties. Paper, 22nd Nordiske Psykolog Kongres, Copenhagen, Denmark.

115. Poster

Hernandez Blasi, C., Escalera, C., & Pons, F. (2004, July). On the relationship between social adaptation and emotion understanding in adults with mental retardation and children. Poster, 18th Biennial Meetings of the International Society for the Study of Behavioural Development, Gand, Belgium.

114. Paper

Doudin, P.-A., Pons, F., & Martin, D. (2004, May). Evolution des représentations du développement de l’intelligence auprès d’étudiants à l’enseignement : Recherche et dispositif de formation. In L. Lafortune & A. Robertson (Chairs). Rôle de la recherche dans la formation à l’enseignement (formation initiale) et dans la pratique enseignante (formation continue). Paper, 72ème Congrès de l'Association Canadienne Française pour l'Avancement des Sciences, Rimouski, Canada.

2003

113. Article

Pons, F., Lawson, J., Harris, P., & de Rosnay, M. (2003). Individual differences in children's emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347-353.

112. Book chapter

Doudin, P.-A., & Pons, F. (2003). L'identité culturelles d'élèves migrants. In M. Dolfini et E. Roos (Eds.), Intégration aux frontiers culturelles et linguistiques (pp. 37-42). Bienne: Swiss Academy for development. [Cultural identity of migrant pupils]

111. Book chapter

Doudin, P.-A., Pons, F., Martin, D., & Lafortune, L. (2003). Croyances et connaissances: analyse de deux rapports aux savoirs. In L. Lafortune, C. Deaudelin, P.-A. Doudin & D. Martin (Eds.), Conceptions, croyances et representations (pp. 1-26). Sainte-Foy: Presses de l'Université du Québec. [Belief and knowledge: Analyses of two forms of cognition]

110. Book chapter

de Ribaupierre, A., Pons, F., & Poget, L. (2003). L’âge en psychologie du développement. In S. Cavalli & J.-P. Fragnière (Eds.), L’avenir. Attentes, projets, illusions, ouvertures (pp. 1-25). Lausanne: Editions réalités sociales. [Age in developmental psychology]

109. Book chapter

Harris, P., & Pons, F. (2003). Perspectives actuelles sur le développement de la compréhension des émotions chez l'enfant. In J.-M. Colletta & A. Tcherkassof (Eds.), Les émotions. Cognition, langage et développement (pp. 209-228). Sprimont: Mardaga. [Recent findings on children's emotion understanding development]

108. Scientific report

Pons, F. (2003). Émergence de la conscience II. Rapport final, Swiss National Science Foundation, Bern, Switzerland. [Emergence of reflective consciousness II: Final report]

107. Invited conference

Pons, F., & Harris, P. (2003, January). Approches transversales et longitudinales du développement de la compréhension des émotions. Invited conference, Département de Psychologie, Université de Montréal, Canada.

106. Invited conference

Pons, F. (2003, January). Longitudinal stability of individual differences in school children's emotion understanding. Invited conference, Graduate School of Education, Harvard University, Cambridge, USA.

105. Paper

Pons, F., Doudin, P.-A., & Harris, P. (2003, September). Enseigner la compréhension des émotions: Quel type de programme pour quel type d’élève? In P.-A. Doudin & L. Lafortune (Chairs) Enseignement spécialisé: quelle formation pour les enseignants? Paper, Congrès du Réseau d’Echange Francophone, Geneva, Switzerland.

104. Paper

Doudin, P.-A., & Pons, F. (2003, August). Metaemotion, metacognition and interpersonal relationships in severe abused children and adolescents. In O. Albanese & L. Lafortune (Chairs) Reflections on emotions, metaemotions and emotional competences. Paper, 10th European Conference of the European Association for Research and Learning and Instruction, Padova, Italy.

103. Poster

Hernández Blasi, C., Pons, F., Escalera, C., & Suco, A. (2003, June). On the role of intelligence on emotional comprehension. Poster, 33rd Annual Meeting of the Jean Piaget Society, Chicago, USA.

102. Paper

Doudin, P.-A., Pons, F., & Martin, D. (2003, May). Approche multidimensionnelle de l'abus chez l'enfant et l'adolescent: métaémotion, métacognition et relations interpersonnelles. In M.-F. Daniel, A. Robertson, & L. Lafortune (Chairs) Emotions, métaémotions et compétences émotionnelles: de la conceptualisation à la contextualisation. Paper, 71ème Congrès de l'Association Canadienne Française pour l'Avancement des Sciences, Rimouski, Canada.

101. Poster

Harris, P., & Pons, F. (2003, April). Germs, Angels, and Giraffes: Children's understanding of ontology. Poster, Biennial Meeting of the Society for Research in Child Development, Tampa, USA.

100. Poster

Boucher, J., & Pons, F. (2003, January). Temporal cognition and mental time travel in autism. Paper, Experimental Psychology Society, London, United Kingdom.

2002

99. Article

Pons, F., Montangero, J., Quadir, N., & Bazan, C. (2002). Tendencia diacrónica y niveles de conocimiento en le niño: el caso de la comprensión de la enfermedad. Psicologia Iberoamericana, 10(3), 23-30. [Diachronic tendency and levels of knowledge in children: The understanding of illness]

98. Article

Doudin, P.A., Martin, D., & Pons, F. (2002). Dans une perspective métacognitive. Cahiers Pédagogiques, 408, 32-34. [The metacognitive perspective in education]

97. Article

Pons, F., Harris, P., & Doudin, P.-A. (2002). Teaching emotion understanding. European Journal of Psychology of Education, 17(3), 293-304.

96. Article

Pons, F., & de Ribaupierre, A. (2002). Les courbes mécaniques: différences d’âge et différences individuelles. Bulletin de Psychologie, 55(2/458), 123-135. [The mechanical curves: Age and individual differences]

95. Book chapter

Doudin, P.-A., Pons, F., & Pfulg, L. (2002). Enfants abusés: un exemple de partenariat entre une institution spécialisée et un établissement scolaire. In G. Petitpierre (Ed.), Enrichir les compétences (pp. 55-64). Lucerne: Edition SZH/SPC. [Abused children: An example of partnership between specialized institution and school]

94. Book chapter

Pons, F., Doudin, P.-A., Harris, P., & de Rosnay, M. (2002). Métaémotion et intégration scolaire. In L. Lafortune & P. Mongeau (Eds.), L'affectivité dans l'apprentissage (pp. 7-28). Sainte-Foy: Presses de l'Université du Québec. [Metaemotion and school integration]

93. Test

Pons, F., & Harris, P. (2002). Theory of Mind Test – TMT. Cambridge: Harvard University. (Translated into English, French, Spanish, Danish and Arabic)

92. Invited conference

Boucher, J., & Pons, F. (2002, October). Temporal cognition in autism. Invited conference, Department of Psychology, Goldsmiths College, University of London, London, United Kingdom.

91. Invited conference

Pons, F. (2002, July). Emotion understanding in children: Recent findings. Invited conference, New York University Summer Course, Geneva, Switzerland.

90. Invited conference (Keynote)

Pons, F. (2002, May). Psychogenèse de la conscience. Invited conference (Keynote), 70ème Congrès de l'Association Canadienne Française pour l'Avancement des Sciences, Québec, Canada.

89. Invited conference

Doudin, P.-A., & Pons, F. (2002, May). Enfants abusés: conséquences développementales et intervention. Invited conference, Colloque du Centre Interdisciplinaire de Recherche sur l'Apprentissage et le Développement en Education, Université du Québec, Montréal, Canada.

88. Invited conference

Pons, F. (2002, May). Compréhension des émotions chez l'enfant: recherches et pratiques. Invited conference, Service de Psychiatrie de l'Enfant et de l'Adolescent. Hôpital Universitaire de Genève, Genève, Switzerland.

87. Invited conference

Pons, F. (2002, April). Théorie de l'esprit et compréhension des émotions chez l'enfant. Invited conference, Université Saint Joseph, Beirut, Lebanon.

86. Invited conference

Pons, F. (2002, April). Différences individuelles dans la compréhension des émotions chez l'enfant. Invited conference, La psychologie cognitive en Suisse: Orientations actuelles. Université de Genève, Genève, Switzerland.

85. Poster

Hernández Blasi, C., Escalera, C., & Pons, F. (2002, August). Emotion comprehension in adults with mental retardation. Poster. 17th Biennial Meetings of the International Society for the Study of Behavioural Development, Ottawa, Canada.

84. Poster

Pons, F., Doudin, P.-A., & Harris, P. (2002, August). Teaching emotion understanding: Development and individual differences. Poster. 17th Biennial Meetings of the International Society for the Study of Behavioural Development, Ottawa, Canada.

2001

83. Article

Pons, F., & Doudin, P.-A. (2001). La conscience: de Piaget aux sciences cognitives contemporaines. Intellectica, 33(2), 125-143. [Consciousness: from Piaget to modern cognitive sciences]

82. Article

Pons, F., & Harris, P. (2001). Piaget's conception of the development of consciousness: An Examination of two hypotheses. Human Development, 44(4), 220-227.

81. Article

Doudin, P.-A., & Pons, F. (2001). Les élèves d'origine étrangère: entre intégration et ségrégation. Résonance, 9, 20-22. [Pupils coming from abroad: Between integration and segregation]

80. Article

Doudin, P.-A., Pons, F., & Pfulg, L. (2001). Intégration scolaire d'enfants abusés: partenariat entre école et institution spécialisée. Psychoscope, 22(8), 26-29. [Partnership between school and specialised institution. Intervention to improve the school integration of abused children]

79. Article

Doudin, P.-A., Pfulg, L., & Pons, F. (2001). La philosophie pour enfant: un instrument pour développer les compétences métacognitives et un peu plus? Educateur, 7, 14-15. [Philosophy for children: An instrument to develop metacognitve competencies?]

78. Book chapter

Crochet, B., Pons, F., & Bovet, P. (2001). Le problème du voyageur de commerce: première étude développementale. In U. Gerhard (Ed.), Psychologie et qualité de vie (pp. 108-110). Fribourg: Editions Universitaires Fribourg. [The Travelling Salesman Problem: A first developmental study]

77. Book chapter

Harris, P., & Pons, F. (2001). Perspectives actuelles sur la compréhension des émotions. In J.-M. Colletta & A. Tcherkassof (Eds.). Emotions, interactions et développement (pp. 49-64). Grenoble: Actes du CI, Université de Grenoble. [Recent findings on emotion understanding]

76. Book chapter

Pons, F. (2001). Développement des capacités de différenciation et de coordination à une épreuve opératoire de représentation spatiale. In U. Gerhard (Ed.), Psychologie et qualité de vie (pp. 104-107). Fribourg: Editions Universitaires Fribourg. [Development of differentiation and coordination capacities in a spatial operatory task]

75. Scientific report

Pons, F. (2001). Émergence de la conscience II. Description du projet, Swiss National Science Foundation, Bern, Switzerland. [Emergence of reflective consciousness II: Project description]

74. Scientific report

Pons, F. (2001). Émergence de la conscience I. Rapport final, Swiss National Science Foundation, Bern, Switzerland. [Emergence of reflective consciousness I. Final report]

73. Invited conference (Keynote)

Harris, P., & Pons, F. (2001, June). Perspectives actuelles sur le développement de la compréhension des émotions chez l'enfant. Invited conference (Keynote), Colloque International Emotions, Interactions et Développement, Grenoble, France.

72. Invited conference

Pons, F., & Harris, P. (2001, May). Test of Emotion Comprehension (TEC): From research to practice. Invited conference, Department of Psychiatry, University of Oxford, Oxford, United Kingdom.

71. Invited conference

Pons, F., Doudin, P.-A., & Harris, P. (2001, April). Comprension de las emociones en el nino: Aspectos evolutivos, clinicos y individuales. Invited conference, Departamento de Psicologia Evolutiva, Educativa, Social y Metodolgia, Universitat Jaume I, Spain.

70. Invited conference

Pons, F., Harris, P., & Doudin, P.-A. (2001, March). Perspectivas actuales sobre la comprension infantil de las emociones. Invited conference, Departamento de Psicologia Evolutiva, Educativa, Social y Metodolgia, Universitat Jaume I, Spain.

69. Paper

Doudin, P.-A., Pfulg, L., & Pons, F. (2001, September). Enfants abusés: facteurs de risques et de compensation. Paper, Congrès Suisse de Pédagogie Spécialisée. Bern, Switzerland.

68. Paper

Pons, F., Harris, P., & de Rosnay, M. (2001, September). Emotion understanding, social relationships and learning abilities. In C. Deaudelin (Chair) Metacognition and self-regulation in learning context: The role of affectivity. Paper, 9th European Conference of the European Association for Research and Learning and Instruction, Fribourg, Switzerland.

67. Paper

Pons, F., de Rosnay, M., Harris, P., & Lawson, J. (2001, August). Emotion understanding and language in children. In A. Gabrielsson (Chair) Understanding of emotions. Paper, 10th European Conference on Developmental Psychology, Uppsala, Sweden.

66. Poster

de Rosnay, M., Pons, F., & Harris, P. (2001, August). False belief understanding as a necessary but not sufficient condition for correct emotion attribution. Poster, 10th European Conference on Developmental Psychology, Uppsala, Sweden.

2000

65. Article

Montangero, J., Pons, F., & Cattin, J.-P. (2000). The diachronic approach and resolution to interpersonal conflict. British Journal of Developmental Psychology, 18, 415-429.

64. Article

Pons, F., Doudin, P.-A., & Pini, J. (2000). Identité culturelle et scolarité d'élèves portugais en Suisse. Revue Suisse des Sciences de l'Education, 3, 585-606. [Cultural identity and school characteristics of Portuguese pupils in Switzerland]

63. Article

Pons, F., Harris, P., & de Rosnay, M. (2000). La compréhension des émotions chez l'enfant. Psychoscope, 21(9), 29-32. [Children's emotion understanding]

62. Book chapter

Pons, F., & Doudin, P.-A. (2000). Niveaux de conscience et développement: entre métacognition et métaémotion. In C. Vogel & E. Thommen (Eds.), Lire les passions (pp. 111-132). Bern, Berlin, Bruxelles, New York, Oxford and Wien: Peter Lang. [Levels of consciousness: Between metaemotion and metacognition]

61. Review of book

Pons, F., & de Rosnay, M. (2000). Review of Sternberg's "Nature of cognition". Swiss Journal of Psychology, 59(3), 215-216.

60. Scientific report

Pons, F. (2000). Émergence de la conscience I. Rapport intermédiaire, Swiss National Science Foundation, Bern, Switzerland. [Emergence of reflective consciousness I. Intermediate report]

59. Test

Pons, F., & Harris, P. (2000). Test of Emotion Comprehension – TEC. Oxford: University of Oxford. (Translated into 10 languages: English, French, Spanish, Italian, Dutch, Quechua, Danish, Arabic, German and Greek)

58. Invited conference

Pons, F., Harris, P., & de Rosnay, M. (2000, June). Children's understanding of the nature, the cause and the control of emotions. Invited conference, Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.

57. Paper

Pons, F., & de Rosnay, M., & Harris, P. (2000, September). A general test of children's emotion understanding (between 3 and 11 years). Paper, British Psychological Society, Developmental Section Annual Conference, Bristol, United Kingdom.

56. Paper

Pons, F., Harris, P., & de Rosnay, M. (2000, May-June). Niveaux de compréhension des émotions chez l'enfant: analyses psychométriques, développementales et différentielles. In T. Bouffard (Chair), Emotions and values. Paper, 30th Annual Meeting of the Jean Piaget Society, Montréal, Canada.

55. Paper

Pons, F., & Doudin, P.-A. (2000, May-June). De la prise de conscience piagétienne aux recherches actuelles sur le développement de la compréhension des émotions de l'enfant. In T. Bouffard (Chair), Emotions and values. Paper, 30th Annual Meeting of the Jean Piaget Society, Montréal, Canada.

1999

54. Article

Pons, F., & Montangero, J. (1999). Is the diachronic thought a specific reasoning ability? Swiss Journal of Psychology, 58(3), 191-200.

53. Article

Reis, J., Montangero, J., & Pons, F. (1999). L'organisation séquentielle des rêves: narration, script ou simulation d'épisodes vécus? Bulletin de Psychologie, 52(4), 399-408. [Sequential organization of dreams: Narration, script or simulation?]

52. Book chapter

Pons, F. (1999). Consciences et fonctionnements cognitifs. In N. Favez, R. Millan & Y. de Roten (Eds.), Modes de régulation dans le développement de l’enfant (pp. 325-334). Genève: Actes du GROFRED. [Consciousness and cognitive functioning]

51. Scientific report

Pons, F. (1999). Émergence de la conscience I. Description du Projet, Swiss National Science Foundation, Bern, Switzerland. [Emergence of reflective consciousness I. Project description]

50. Scientific report

Pons, F., Montangero, J., Cattin, J-P, Maurer, A., Monzani, S., Quadir, N., & Scheiddegger, P. (1999). Raisonnement temporel, pensée diachronique, connaissance et resolution de problèmes. Rapport scientifique. University of Geneva, Geneva, Switzerland. [Time reasoning, diachronic thinking, knowledge and problem solving. Scientific report]

49. Invited conference

Pons, F. (1999, December). Development of diachronic tendency and its relationships with knowledge and reflexive consciousness. Invited conference, Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.

48. Paper

Pons, F. (1999, October). Language and consciousness: Which clue for which consciousness? Paper, Oxford Language Center, University of Oxford, Oxford, United Kingdom.

47. Paper

Pons, F. (1999, April). Emotions conscientes et consciences des émotions. Paper, Colloque de l'Association Suisse de Sémiotique, Neuchâtel, Switzerland.

1998

46. Book chapter

Doudin, P.-A., Pons, F., & Moreau, J. (1998). Dificuldades de integração escolar dos alunos portugueses: causas e remediaçaões. In J. Arroteia & P.-A. Doudin (Eds.), Trajectórias socias e culturais de jovens portugueses no espaço europeu: questoes multiculturais e de integração (pp. 157-182). Aveiro: Universidade de Aveiro. [School integration difficulties of Portuguese pupils: Causes and treatments]

45. Book chapter

Jaffé, P., Pons, F., & Rey, H. (1998). Detained with their mothers: Psychological implication for the child. In D.K. Behera (Ed.), Children and childhood in our contemporary societies (pp. 145-155). Delhi: Kamla-Raj.

44. Book chapter

Pons, F., Doudin, P.-A., & Pini, J. (1998). Modalidades de aculturação e de integração de adolescentes portugueses. In J. Arroteia & P.-A. Doudin (Eds.), Trajectórias socias e culturais de jovens portugueses no espaço europeu: questoes multiculturais e de integração (pp. 93-109). Aveiro: Universidade de Aveiro. [Acculturation modalities and integration of Portuguese adolescents]

43. Review of book

Montangero, J., & Pons, F. (1998). Review of Chalon-Blanc's "Introduction à Piaget". Archives de Psychologie, 66, 137-138.

42. Poster

Pons, F., & Doudin, P.-A. (1998, September). 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. Poster, 15ème Cours Avancé de la Fondation Archives Jean Piaget, Genève, Switzerland.

41. Poster

Pons, F. (1998, July). Effects of age, cognitive level and content in the development of reflexive consciousness in children (aged six to twelve) and adults. Poster, 15th Biennial Meetings of the International Society for the Study of Behavioural Development, Bern, Switzerland.

40. Poster

Pons, F., Crochet, B., & Bovet, P. (1998, July). The Travelling Salesman Problem: A first developmental study. Poster, 15th Biennial Meetings of the International Society for the Study of Behavioural Development, Bern, Switzerland.

39. Poster

Montangero, J., & Pons, F. (1998, July). Children's understanding of change in different domains: A specific set of abilities or one manifestation of a more general cognitive level? In J. Montangero & A. Bombi (Chairs) The development of conceptions and representations of changes over time in children. Poster, 15th Biennial Meetings of the International Society for the Study of Behavioural Development, Bern, Switzerland.

38. Paper

Pons, F. (1998, June). Régulations conscientes et conscience des régulations dans le fonctionnement et le développement cognitif. In G. Ceschi (Chair), Les facteurs d'adaptation scolaire. Paper, 16ème Colloque du Groupement Francophone d'Etudes du Développement de l'Enfant Jeune, Genève, Switzerland.

1997

36. Article

Pons, F. (1997). Conscience et sciences cognitives. Comment définir et mesurer la conscience? Psychoscope, 17(5), 11-14. [Consciousness and cognitive sciences. How to define and assess consciousness?]

35. Book chapter

Jaffé, P., Pons, F., & Rey, H. (1997). Children imprisoned with their mothers: Psychological implications. In S. Redondo, V. Garrido, J. Pérez & R. Barberet (Eds.), Advances in psychology and law: International contributions (pp. 399-407). Berlin et New York: de Gruyter.

34. Ph.D. dissertation

Pons, F. (1997). Macrogenèse de la conscience réflexive et microgenèse de la cognition opératoire chez l'enfant de 6 à 12 ans et d'adulte. Doctoral (Ph.D.) dissertation, University of Geneva, Geneva, Switzerland. [Macrogenesis of reflective consciousness and microgenesis of operatory cognition in children between 6 and 12 years and adults]

33. Paper

Cattin, J.-P., & Pons, F. (1997, September). The diachronic approach and problem solving. In J. Crépault & J. Montangero (Chairs), Time, reasoning and cognition. Paper, 8th European Conference on Developmental Psychology, Rennes, France.

32. Poster

Montangero, J., & Pons, F. (1997, September). Etude du développement de la perspective diachronique entre 8 et 12 ans. Poster, 5ème Congrès de la Société Suisse de Psychologie, Bâle, Switzerland.

31. Paper

Crochet, B., Pons, F., & Bovet, P. (1997, September). Le problème du voyageur de commerce. Etude développementale chez l'enfant de 6 à 12 ans et l'adulte. In F. Büchel (Chair), Psychologie scolaire et psychologie du développement. Paper, 5ème Congrès de la Société Suisse de Psychologie, Bâle, Switzerland.

30. Paper

Pons, F. (1997, September). Les "Courbes Mécaniques": une étude développementale. In F. Büchel (Chair), Psychologie scolaire et psychologie du développement. Paper, 5ème Congrès de la Société Suisse de Psychologie, Bâle, Switzerland.

29. Paper

Pons, F. (1997, May). Définition et mesure de la conscience: un problème pour la psychologie expérimentale? Paper, 6ème Rencontres de Psychologie, Université de Genève, Genève, Switzerland.

1996

28. Article

Thomas, L., Pons, F., & de Ribaupierre, A. (1996). Attentional capacity and cognitive level in the balance task. Current Psychology of Cognition, 15(2), 137-172.

27. Book chapter

Montangero, J., with the collaboration of Pons, F., & Scheidegger, P. (1996). Chapter 3. The evolution of conceptions of biological transformations. Understanding changes in time (pp. 20-29). London: Taylor & Francis.

26. Book chapter

Montangero, J., with the collaboration of Pons, F., & Scheidegger, P. (1996). Chapter 6. The representation of changes associated with human activity which are not necessarily predictable. Understanding changes in time (pp. 130-149). London: Taylor & Francis.

1995

25. Article

Montangero, J., & Pons, F. (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, 95, 621-644. [Introduction of the past and future in the description of present situation: Study of the diachronic tendency development]

24. Invited conference

Montangero, J., & Pons, F. (1995, November). Conscience et développement intellectuel: le point de vue piagétien. Invited conference, Séminaire Interdisciplinaire de la Division de Neuropsychologie du Centre Hospitalier Universitaire Vaudois, Lausanne, Switzerland.

23. Invited conference

Pons, F. (1995, March). Données fonctionnelles et développementales sur la conscience en situation de résolution de problème. Invited conference, Centre Vaudois de Recherches Pédagogiques, Lausanne, Switzerland.

22. Paper

Pons, F. (1995, October). Expliquer le développement cognitif: conscience, contrôle ou attention? In R. Droz (Chair), Psychologie scolaire et développementale. Paper, 4ème Congrès de la Société Suisse de Psychologie, Bern, Switzerland.

21. Poster

Pons, F., & Doudin, P.-A. (1995, September). L'échec est-il une cause du développement cognitif? Poster, 25ème Journées d'Etude de l'Association de Psychologie Scientifique de Langue Française, Coimbra, Portugal.

20. Poster

Montangero, J., Cattin, J.-P., & Pons, F. (1995, September). Diachronie et découverte de solutions à un conflit interpersonnel. Poster, 25ème Journées d'Etude de l'Association de Psychologie Scientifique de Langue Française, Coimbra, Portugal.

1994

19. Invited conference

Pons, F., & Montangero, J. (1994, November). Figuration des changements au cours du temps: relation entre la tendance diachronique, la sériation et la métrique temporelle. Invited conference, Modèles Cognitifs: Temps et Espace, Université de Genève, Genève, Switzerland.

18. Invited conference

Pons, F., & Montangero, J. (1994, February). Analyse du développement de la pensée diachronique: le riche devance-t-il toujours le pauvre? Invited conference, Modèles Cognitifs: Temps et Espace, Université de Genève, Genève, Switzerland.

17. Poster

Pons, F. (1994, September). Typologie des consciences métacognitives chez l’enfant de 6 à 12 ans et l’adulte. Poster, 14ème Cours Avancé de la Fondation Archives Jean Piaget, Genève, Switzerland.

16. Poster

Montangero, J., & Pons, F. (1994, September). Pensée diachronique et compréhension d’une série de dessins humoristiques. Poster, 14ème Cours Avancé de la Fondation Archives Jean Piaget, Genève, Switzerland.

15. Poster

Montangero, J., Monzani, S., & Pons, F. (1994, September). L’enfant comme psychologue du développement: conceptions enfantines du développement de l’intelligence. Poster, 14ème Cours Avancé de la Fondation Archives Jean Piaget, Genève, Switzerland.

14. Paper

Pons, F., & Jaffé, P. (1994, April). Ninos "encarcelados" con sus madres: implicaciones psicologicas. In V. Sancha (Chair), Los menores. Paper, 4th European Conference of Law and Psychology, Barcelone, Spain.

1993

13. Poster

Thomas, L., & Pons, F. (1993, September). Capacité attentionnelle et niveau cognitif dans une épreuve piagétienne. Poster, 24ème Journées d'Etude de l'Association de Psychologie Scientifique de Langue Française et des Journées de Psychologie Différentielle, Aix-en-Provence, France.

1992

12. Book chapter

Pons, F. (1992). Conscience et cognition. Rencontres de Psychologie, Vol. 2 (pp. 54-93). Genève: Actes de l'ACIP. [Consciousness and cognition]

11. Master dissertation

Pons, F. (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. Diploma (MA) thesis, University of Geneva, Geneva, Switzerland. [Attention and cognition: contribution to the study of the relationship between working memory and cognitive functioning at the balance task]

10. Scientific report

de Ribaupierre, A., Bailleux, C., Keizer, I., Lecerf, T., Pons, F., & 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 Geneva, Geneva, Switzerland. [Longitudinal study of the attentional capacity in children between 5 and 14 years: A Neo-Piagetian investigation. Scientific report n°4]

9. Invited conference

Pons, F. (1992a, April). Les mémoires sensorielles, à court terme et à long terme du point de vue des théories du traitement de l'information. Invited conference, University of Cluj, Cluj-Napoca, Romania.

8. Invited conference

Pons, F. (1992b, April). Mémoire de travail et attention, une intégration des approches piagétienne, néopiagétienne et du traitement de l'information. Invited conference, University of Cluj, Cluj-Napoca, Romania.

7. Paper

Pons, F. (1992, November). La conscience cognitive. Paper, 3ème Cycle "La psychologie de la mémoire", Universités de la Suisse romande, de Bâle et de Zurich, Switzerland.

6. Poster

Pons, F., & Thomas, F. (1992, September). Attentional capacity and cognitive performance in the balance task. Poster, 5th European Conference of Developmental Psychology, Sevilla, Spain.

5. Paper

Pons, F. (1992, June) Conscience et cognition. Paper, 2ème Rencontre de Psychologie, Université de Genève, Genève, Switzerland.

1991

4. Scientific report

de Ribaupierre, A., Keizer, I., Pons, F., 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 Geneva, Geneva, Switzerland. [Longitudinal study of the attentional capacity in children between 5 and 14 years: A Neo-Piagetian investigation. Scientific report n°3]

3. Poster

Thomas, L., & Pons, F. (1991, July). The balance task: a longitudinal study. Poster, 11th Biennial Meetings of the International Society for the Study of Behavioural Development, Minneapolis, U.S.A.

2. Paper

Pons, F. (1991, January). La conscience ou les consciences? Paper, 1ère Rencontres de Psychologie, Université de Genève, Genève, Switzerland.

1990

1. Bachelor dissertation

Pons, F. (1990). Compétences et performances spatiales du hamster doré (Mesocricetus Auratus). License (BA) thesis, University of Geneva, Geneva, Switzerland. [Spatial competencies and performances in the Golden Hamster (Mesocricetus Auratus)]