Francisco Pons
Biographic Data
| ID | 5763908 |
|---|---|
| NAME | Francisco Pons |
| GIVEN NAMES | Francisco |
| FAMILY NAME | Pons |
| SIGNATURE | PONS F |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-5021-4520 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Children revise their emotion attributions in light of the broader temporal context
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 ( M age = 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 …
Young children’s understanding and experience of insight
An insight is a moment of sudden understanding followed by characteristic feelings of suddenness, positive affect, certainty, and ease, commonly known as an aha experience. Despite evidence from studies with adults that aha experiences benefit learning, little systematic research on children's aha experiences exists. The present study asks how children understand and experience insight. We presented a community sample of 160 children (age: 4-8 ye…
Emotion Understanding in Polish Children
Emotion understanding ( EU ) is the capacity to understand the nature, causes, and consequences of the emotional experience of the self and others. The cultural differences and similarities in the development of EU are still not well recognized, especially within Slavic culture and language. We tested 180 Polish children aged 5–11 years using the Test of Emotion Comprehension and compared their results with data from British and Italian children.…
Children’s Emotion Understanding and Cooperative Problem-Solving in Educational Settings
Recent research has shown that emotion understanding (EU)—the capacity to understand the nature, causes, and consequences of emotions—plays a crucial role in the development of emotional, social, and cognitive competences. However, there are still many unanswered questions about the extent to which EU facilitates children’s cooperative problem-solving in educational settings. For instance, it is not yet clear how understanding emotions positively…
The impact of classroom quality on young children's emotion understanding
Many studies have been conducted to identify the factors explaining individual differences in children’s emotion understanding (capacity to comprehend the nature, causes and consequences of emotions in the self and others). These studies represent a significant advance in our comprehension of the origins of the child’s capacity to understand emotions. However, almost nothing is known about the impact of classroom quality on children’s emotion und…
Pathways to behavior problems in Norwegian kindergarten children
More than two decades of research have shown that parental emotion‐related socialization behaviors (ERSBs) significantly predict child emotion understanding and externalizing behavior problems. This study aimed to replicate these findings in a sample of 40 Norwegian preschool children and to test whether the effect of parental ERSBs on externalizing child behavior problems was mediated through child emotion understanding. Parental report on ERSBs…
How Preschoolers Associate Power with Gender in Male-Female Interactions
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
Children’s representations of violence
The ultimate goal of peace education is ‘to minimise and eventually eliminate various forms of violence through consciousness raising, vision, and action’ (Brantmeier, E. (2003 Brantmeier, E. Peace pedagogy: exposing and integrating peace education in teacher education. paper presented at Association of Teacher Educators. [Google Scholar]) Peace Pedagogy: exposing and integrating peace education in teacher education. Paper presented at the Associ…
Emotion comprehension between 3 and 11 years
In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding…
Les émotions à l'école
Piaget’s Conception of the Development of Consciousness
La conscience
Identité culturelle et scolarité d’élèves portugais en Suisse
Dans cet article, nous étudions la relation entre l’identité culturelle et certaines caractéristiques personnelles, familiales et scolaires d’élèves migrants d’origine portugaise achevant leur scolarité obligatoire en Suisse (canton de Vaud). L’identité culturelle est mesurée au moyen d’une adaptation de l’échelle d’acculturation de Berry. Les résultats montrent que ces élèves ont tendance, d’une part, à vouloir très clairement préserver leur cul…
How Preschoolers Associate Power with Gender in Male-Female Interactions
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
Children’s representations of violence
The ultimate goal of peace education is ‘to minimise and eventually eliminate various forms of violence through consciousness raising, vision, and action’ (Brantmeier, E. (2003 Brantmeier, E. Peace pedagogy: exposing and integrating peace education in teacher education. paper presented at Association of Teacher Educators. [Google Scholar]) Peace Pedagogy: exposing and integrating peace education in teacher education. Paper presented at the Associ…
Identité culturelle et scolarité d’élèves portugais en Suisse
Dans cet article, nous étudions la relation entre l’identité culturelle et certaines caractéristiques personnelles, familiales et scolaires d’élèves migrants d’origine portugaise achevant leur scolarité obligatoire en Suisse (canton de Vaud). L’identité culturelle est mesurée au moyen d’une adaptation de l’échelle d’acculturation de Berry. Les résultats montrent que ces élèves ont tendance, d’une part, à vouloir très clairement préserver leur cul…
Piaget’s Conception of the Development of Consciousness
La conscience
Emotion comprehension between 3 and 11 years
In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding…
Les émotions à l'école
Children’s representations of violence
The ultimate goal of peace education is ‘to minimise and eventually eliminate various forms of violence through consciousness raising, vision, and action’ (Brantmeier, E. (2003 Brantmeier, E. Peace pedagogy: exposing and integrating peace education in teacher education. paper presented at Association of Teacher Educators. [Google Scholar]) Peace Pedagogy: exposing and integrating peace education in teacher education. Paper presented at the Associ…
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
The impact of classroom quality on young children's emotion understanding
Many studies have been conducted to identify the factors explaining individual differences in children’s emotion understanding (capacity to comprehend the nature, causes and consequences of emotions in the self and others). These studies represent a significant advance in our comprehension of the origins of the child’s capacity to understand emotions. However, almost nothing is known about the impact of classroom quality on children’s emotion und…
Pathways to behavior problems in Norwegian kindergarten children
More than two decades of research have shown that parental emotion‐related socialization behaviors (ERSBs) significantly predict child emotion understanding and externalizing behavior problems. This study aimed to replicate these findings in a sample of 40 Norwegian preschool children and to test whether the effect of parental ERSBs on externalizing child behavior problems was mediated through child emotion understanding. Parental report on ERSBs…
How Preschoolers Associate Power with Gender in Male-Female Interactions
Children’s Emotion Understanding and Cooperative Problem-Solving in Educational Settings
Recent research has shown that emotion understanding (EU)—the capacity to understand the nature, causes, and consequences of emotions—plays a crucial role in the development of emotional, social, and cognitive competences. However, there are still many unanswered questions about the extent to which EU facilitates children’s cooperative problem-solving in educational settings. For instance, it is not yet clear how understanding emotions positively…
Emotion Understanding in Polish Children
Emotion understanding ( EU ) is the capacity to understand the nature, causes, and consequences of the emotional experience of the self and others. The cultural differences and similarities in the development of EU are still not well recognized, especially within Slavic culture and language. We tested 180 Polish children aged 5–11 years using the Test of Emotion Comprehension and compared their results with data from British and Italian children.…
Young children’s understanding and experience of insight
An insight is a moment of sudden understanding followed by characteristic feelings of suddenness, positive affect, certainty, and ease, commonly known as an aha experience. Despite evidence from studies with adults that aha experiences benefit learning, little systematic research on children's aha experiences exists. The present study asks how children understand and experience insight. We presented a community sample of 160 children (age: 4-8 ye…
Children revise their emotion attributions in light of the broader temporal context
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 ( M age = 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 …
Psychology (13 works) · Developmental psychology (11 works) · Child and Animal Learning Development (7 works) · Social Psychology (7 works) · Early Childhood Education and Development (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Cognitive psychology (4 works) · Comprehension (4 works) · Social Psychology (4 works) · Cognition (3 works)