Dr Marc de Rosnay

A18 - Brennan MacCallum Building
The University of Sydney


Website Contact Details
The Emotional Resilience in Infancy and Childhood (ERiC) Working Group

Biographical details

Previous appointments and qualifications

2003-2006 Junior Research Fellow Churchill College, University of Cambridge, UK (Centre for Family Research)

2002-2003 Post-Doctoral Research Fellow Winnicott Research Unit, University of Reading, UK

2000-2002 Junior Dean of Students Somerville College, University of Oxford, UK

1997-2003 Doctor of Philosophy (DPhil) Experimental Psychology, University of Oxford, UK Corpus Christi and Somerville

1993-1997 BSc (Honours) 1st Class (Behavioural Sciences and Genetics) Macquarie University, Australia

Research interests

I study the development of children's emotional competence and their emotion understanding. From infancy to school entry, children make remarkable advances in their capacity to negotiate emotionally challenging situations, share their emotional experiences and understand other people as emotional agents. Whilst development brings increasing emotional autonomy, children remain deeply dependent on the structures that support them, and each family affords different opportunities to explore and integrate emotional experiences.

The majority of my research centres on variation in the emotional competencies and emotion understanding of children. Some aspects of this variation undoubtedly originate in constitutional differences between children (e.g., temperament), whereas other aspects have a social origin. By studying variation between children and the worlds in which they find themselves, it is my belief that we can open a window onto the mechanisms underlying emotional resilience and emotional disturbance.

To equip children for the emotional challenges they will face is one of the greatest responsibilities of parents and those caring for children. How children will meet these challenges is ultimately in their own hands

Teaching and supervision

UNDERGRADUATE PSYCHOLOGY

  • PSYC3016 – Developmental Psychology (Unit Coordinator)
  • PSYC2013 – Cognitive & Social Psychology
  • PSYC1002 – Introductory Psychology (Emotion)

HONOURS

What Makes Us Social (Special Field, S1)

RESEARCH SUPERVISION (HDR: MSc & PhD)

  • Ma Ria de Gracia, PhD (current)
    Social Cognitive and Emotion Understanding among the Deaf
  • Jessica Kingsford, PhD (current)
    The Emergence of Moral Identity During Childhood
  • Douglas Jozef Angus, PhD (current)
    Great Expectations: Anticipatory Emotional Regulation
  • James Heathers, PhD (current)
    Second Generation Heart Rate Variability
  • Rebecca Kuhnert, PhD (current)
    The Nature of Friendships and Predictors of Friendship Quality in Children
  • Annabel Marsh, PhD (current)
    Children's Understanding of Apology, Moral Character & Trust
  • Ming Yuan, PhD (current)
    Children's Use of Contextual and Motive Information when Evaluating Prosocial Behaviors
  • Betty Luu, PhD (current)
    Children's Sensitivity to Speaker Accuracy and Competence with Biological Concepts

Former HDR Students

  • Amy Hawker, MSc (2013)
  • Elian Fink, PhD (2012)
  • Tamara Kezelman, MSc (2010)

Current projects

IN PRESS PUBLICATIONS

  1. Fink, E., de Rosnay, M., Wierda, M., Koot, H. M., & Begeer, S. (available online). Brief Report: Accuracy and response time for the recognition of facial emotions in a large sample of children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. DOI 10.1007/s10803-014-2084-z
  2. de Rosnay, M., Fink, E., Begeer, S., Slaughter, V., & Peterson, C. (in press). Talking Theory of Mind talk: Young school-aged children's everyday conversation and understanding of mind and emotion.Journal of Child Language.
  3. Fink, E., de Rosnay, M., Peterson, C., & Slaughter, V. (2013, published online). Validation of the Peer Social Maturity Scale for assessing children's social skills. Infant and Child Development.DOI: 10.1002/icd.1809
  4. Harris, P. L., de Rosnay, M., & Rondfard, S. (2014) The mysterious life of Little Red Riding Hood. In L. Nucci (Series Ed.), Contributions to Human Development: Vol. 26. Children and Emotion: New insights into developmental affective neuroscience. Basel, Switzerland: Krager.

Selected grants

2014

  • Clinical observation and comprehensive psychophysiological recording and behavioural coding equipment; Hawes D, Hickie I, Lagapolos J, Glozier N, Menzies R, Naismith S, Matthews S, Einfeld S, Morley K, de Rosnay M, Guastella A; National Health and Medical Research Council (NHMRC)/Equipment Grants.

2011

  • Empathic development in autism: Assessment and intervention; Begeer S, Begeer S, de Rosnay M; DVC Research/Postdoctoral Research Fellowship Scheme.

2008

  • Fitting in and making friends: The psycho-social underpinnings of childrens adaptation to school; de Rosnay M, Zadro L, Hunt C; Australian Research Council (ARC)/Discovery Projects (DP).

2007

  • Acquiring social fears in infancy: underlying mechanisms and implications for behavioural intervention; de Rosnay M; Australian Research Council (ARC)/Discovery Projects (DP).
  • Fitting In and Making Friends: The Socio-Cognitive Underpinnings of Young Childrens Adaptation to a New School Environment; de Rosnay M; University of Sydney/Early Career Researcher.

Selected publications

Download citations: PDF RTF Endnote

Edited Books

  • Pons, F., de Rosnay, M., Doudin, P. (2010). Emotions in research and practice. Aalbourg: Aalborg University Press.

Book Chapters

  • de Rosnay, M., Murray, L. (2012). Maternal Care as the Central Environmental Variable. In Linda C Mayes and Michael Lewis (Eds.), The Cambridge Handbook of Environment in Human Development, (pp. 58-82). New York: Cambridge University Press.
  • Pons, F., Harris, P., de Rosnay, M. (2012). Piaget and consciousness: Retrospect and prospect. In E. Marti & C. Rodriguez (Eds.), After Piaget, (pp. 95-122). USA: Transaction Publishers.
  • de Rosnay, M., Fink, E. (2012). The Development of Moral Motivation at 6 Years of Age. In R. Langdon & C. Mackenzie (Eds.), Emotions, Imagination and Moral Reasoning, (pp. 17-44). New York: Psychology Press.
  • Gamskjær, B., Pons, F., de Rosnay, M. (2010). Emosjonell kompetanse hos små barn. In Ø. Kvelo (Eds.), Barns utvikling i barnehagen, (pp. 136-160). Oslo: Gyldendal Akademisk.
  • Pons, F., de Rosnay, M., Andersen, B., Cuisinier, F. (2010). Emotional competence: Development and intervention. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 205-239). Aalbourg: Aalborg University Press.
  • Cuisinier, F., Clavel, C., de Rosnay, M., Pons, F. (2010). Emotional experiences at the elementary school: Theoretical and pragmatic issues. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 177-203). Aalbourg: Aalborg University Press.
  • Pons, F., de Rosnay, M., Doudin, P. (2010). Emotions in research and practice: An introduction. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 7-15). Aalbourg: Aalborg University Press.
  • Pons, F., de Rosnay, M., Cuisinier, F. (2010). Learning and cognition - issues and concepts - focus on cognition. In Penelope Peterson, Eva Baker and Barry McGaw (Eds.), International Encyclopedia of Education, (pp. 237-244). Oxford: Elsevier.
  • Pons, F., de Rosnay, M., Cuisinier, F., Bender, P. (2010). On the cognitive nature of emotions and the emotional nature of cognitions. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 17-37). Aalbourg: Aalborg University Press.
  • Succar, S., Beswick, K., de Rosnay, M. (2010). Understanding children's tendencies to hide their feelings: The roles of emotion understanding and impulsivity. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 65-96). Aalbourg: Aalborg University Press.
  • de Rosnay, M., Harris, P., Pons, F. (2008). Emotion understanding and developmental psychopathology in young children. In Carla Sharp, Peter Fonagy, Ian Goodyer (Eds.), Social Cognition and Developmental Psychopathology, (pp. 343-385). USA: Oxford University Press.
  • de Rosnay, M., Pons, F., Harris, P. (2008). Perché il Test di Comprensione delle Emozioni (TEC). In Francisco Pons, Paul Harris (Eds.), Lo sviluppo della comprensione delle emozioni e la sua valutazione: La standardizzazione italiana del Test de Comprensione delle Emozioni (TEC), (pp. 9-17). Milan, Italy: Edizioni Unicopli.
  • Pons, F., de Rosnay, M., Doudin, P., Harris, P., de Stasio, S. (2007). Comprensione sociale ed emotiva nei bambini. In M. Pinelli (Eds.), Metacognizione, emozioni, teoria della mente: Relazioni e strumenti di misure, (pp. 25-48). Italy: Parma: Uni.Nova.
  • Pons, F., de Rosnay, M., Doudin, P., 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, & O. Albanese (Eds.), Toward Emotional Competencies, (pp. 19-33). Aalborg, Denmark: Aalborg University Press.
  • Pons, F., Doudin, P., Harris, P., de Rosnay, M. (2006). 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, Denmark: Aalborg University Press.
  • Pons, F., Doudin, P., 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, Italy: Franco Angeli.
  • Pons, F., Harris, P., de Rosnay, M. (2006). Theory of mind in children: Impact of children's language and families' conversation. In C. Jantzen & T. Thellesen (Eds.), Videnskabelig begrebsdannelse, (pp. 93-106). Denmark: Aalborg Universitrtsforlag.
  • Pons, F., Doudin, P., Harris, P., de Rosnay, M. (2005). La compréhension des émotions. In L. Lafotune, M.-F. Daniel, P.-A. Doudin, F. Pons & O. Albanese (Eds.), Pédagogie et psychologie des émotions, (pp. 183-206). Sainte-Foy: Presses de l’Université du Québec.
  • Pons, F., Doudin, P., Harris, P., de Rosnay, M. (2002). Métaémotion et intégration scolaire. In L. Lafortune & P. Mongeau (Eds.), L'affectivité dans l'apprentissage, (pp. 7-24). Saint-Foy: Presses de l’Université du Québec.

Journals

  • Heathers, J., Fink, E., Kuhnert, R., de Rosnay, M. (2014). Blood Volume Pulse (BVP) Derived Vagal Tone (VT) between 5 and 7 years of Age: A Methodological Investigation of Measurement and Longitudinal Stability. Developmental Psychobiology.
  • Begeer, S., de Rosnay, M., Lunenburg, P., Stegge, H., Meerum Terwogt, M. (2014). Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders. Autism: The International Journal of Research, Article in press, 1-15. [More Information]
  • Luu, B., de Rosnay, M., Harris, P. (2013). Five-year-olds are willing, but 4-year-olds refuse, to trust informants who offer new and unfamiliar labels for parts of the body. Journal of Experimental Child Psychology, 116, 234-246. [More Information]
  • Meins, E., Fernyhough, C., Arnott, B., Leekam, S., de Rosnay, M. (2013). Mind-Mindedness and Theory of Mind: Mediating Roles of Language and Perspectival Symbolic Play. Child Development, 84(5), 1777-1790. [More Information]
  • Scheeren, A., de Rosnay, M., Koot, H., Begeer, S. (2013). Rethinking theory of mind in high-functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 54(6), 628-635. [More Information]
  • Fink, E., de Rosnay, M., Peterson, C., Slaughter, V. (2013). Validation of the Peer Social Maturity Scale for Assessing Children's Social Skills. Infant and Child Development, 22(5), 539-552. [More Information]
  • Meins, E., Fernyhough, C., de Rosnay, M., Arnott, B., Leekam, S., Turner, M. (2012). Mind-mindedness as a multidimensional construct: Appropriate and nonattuned mind-related comments independently predict infant-mother attachment in a socially diverse sample. Infancy, 17(4), 393-415. [More Information]
  • Bender, P., Pons, F., Harris, P., de Rosnay, M. (2011). Do children misunderstand their own emotions? European Journal of Developmental Psychology, 8(3), 331-348. [More Information]
  • Lecce, S., Caputi, M., Pagnin, A., de Rosnay, M., Pons, F. (2010). La competenza sociale secondo genitori e insegnanti: il ruolo della teoria della mente. Età Evolutiva, 96, 5-14.
  • Corriveau, K., Harris, P., Meins, E., Fernyhough, C., Arnott, B., Elliott, L., Liddle, B., Hearn, A., Vittorini, L., de Rosnay, M. (2009). Young children's trust in their mother's claims: Longitudinal links with attachment security in infancy. Child Development, 80(3), 750-761.
  • Murray, L., de Rosnay, M., Pearson, J., Bergeron, C., Schofield, E., Royal-Lawson, M., Cooper, P. (2008). Intergenerational Transmission of Social Anxiety: The Role of Social Referencing Processes in Infancy. Child Development, 79(4), 1049-1064.
  • de Rosnay, M., Hughes, C. (2006). Conversation and theory of mind: Do children talk their way to socio-cognitive understanding? British Journal of Developmental Psychology, 24(1), 7-37.
  • de Rosnay, M., Cooper, P., Tsigaras, N., Murray, L. (2006). Transmission of social anxiety from mother to infant: An experimental study using a social referencing paradigm. Behaviour Research and Therapy, 44(8), 1165-1175. [More Information]
  • Harris, P., de Rosnay, M., Pons, F. (2005). Language and Children's Understanding of Mental States. Current Directions in Psychological Science, 14(2), 69-73.
  • de Rosnay, M., Pons, F., Harris, P., Morrell, J. (2004). A lag between understanding false belief and emotion attribution in young children: Relationships with linguistic ability and mothers' mental-state language. British Journal of Developmental Psychology, 22(2), 197-218.
  • Pons, F., Harris, P., de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.
  • 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.
  • de Rosnay, M., Harris, P. (2002). Individual differences in children's understanding of emotion: The roles of attachment and language. Attachment and Human Development, 4(1), 39-54.

Edited Journals

  • Hughes, C., de Rosnay, M. (2006). The role of conversations in children's social, emotional and cognitive development. British Journal of Developmental Psychology, 24(1).

2014

  • Heathers, J., Fink, E., Kuhnert, R., de Rosnay, M. (2014). Blood Volume Pulse (BVP) Derived Vagal Tone (VT) between 5 and 7 years of Age: A Methodological Investigation of Measurement and Longitudinal Stability. Developmental Psychobiology.
  • Begeer, S., de Rosnay, M., Lunenburg, P., Stegge, H., Meerum Terwogt, M. (2014). Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders. Autism: The International Journal of Research, Article in press, 1-15. [More Information]

2013

  • Luu, B., de Rosnay, M., Harris, P. (2013). Five-year-olds are willing, but 4-year-olds refuse, to trust informants who offer new and unfamiliar labels for parts of the body. Journal of Experimental Child Psychology, 116, 234-246. [More Information]
  • Meins, E., Fernyhough, C., Arnott, B., Leekam, S., de Rosnay, M. (2013). Mind-Mindedness and Theory of Mind: Mediating Roles of Language and Perspectival Symbolic Play. Child Development, 84(5), 1777-1790. [More Information]
  • Scheeren, A., de Rosnay, M., Koot, H., Begeer, S. (2013). Rethinking theory of mind in high-functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 54(6), 628-635. [More Information]
  • Fink, E., de Rosnay, M., Peterson, C., Slaughter, V. (2013). Validation of the Peer Social Maturity Scale for Assessing Children's Social Skills. Infant and Child Development, 22(5), 539-552. [More Information]

2012

  • de Rosnay, M., Murray, L. (2012). Maternal Care as the Central Environmental Variable. In Linda C Mayes and Michael Lewis (Eds.), The Cambridge Handbook of Environment in Human Development, (pp. 58-82). New York: Cambridge University Press.
  • Meins, E., Fernyhough, C., de Rosnay, M., Arnott, B., Leekam, S., Turner, M. (2012). Mind-mindedness as a multidimensional construct: Appropriate and nonattuned mind-related comments independently predict infant-mother attachment in a socially diverse sample. Infancy, 17(4), 393-415. [More Information]
  • Pons, F., Harris, P., de Rosnay, M. (2012). Piaget and consciousness: Retrospect and prospect. In E. Marti & C. Rodriguez (Eds.), After Piaget, (pp. 95-122). USA: Transaction Publishers.
  • de Rosnay, M., Fink, E. (2012). The Development of Moral Motivation at 6 Years of Age. In R. Langdon & C. Mackenzie (Eds.), Emotions, Imagination and Moral Reasoning, (pp. 17-44). New York: Psychology Press.

2011

  • Bender, P., Pons, F., Harris, P., de Rosnay, M. (2011). Do children misunderstand their own emotions? European Journal of Developmental Psychology, 8(3), 331-348. [More Information]

2010

  • Gamskjær, B., Pons, F., de Rosnay, M. (2010). Emosjonell kompetanse hos små barn. In Ø. Kvelo (Eds.), Barns utvikling i barnehagen, (pp. 136-160). Oslo: Gyldendal Akademisk.
  • Pons, F., de Rosnay, M., Andersen, B., Cuisinier, F. (2010). Emotional competence: Development and intervention. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 205-239). Aalbourg: Aalborg University Press.
  • Cuisinier, F., Clavel, C., de Rosnay, M., Pons, F. (2010). Emotional experiences at the elementary school: Theoretical and pragmatic issues. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 177-203). Aalbourg: Aalborg University Press.
  • Pons, F., de Rosnay, M., Doudin, P. (2010). Emotions in research and practice. Aalbourg: Aalborg University Press.
  • Pons, F., de Rosnay, M., Doudin, P. (2010). Emotions in research and practice: An introduction. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 7-15). Aalbourg: Aalborg University Press.
  • Lecce, S., Caputi, M., Pagnin, A., de Rosnay, M., Pons, F. (2010). La competenza sociale secondo genitori e insegnanti: il ruolo della teoria della mente. Età Evolutiva, 96, 5-14.
  • Pons, F., de Rosnay, M., Cuisinier, F. (2010). Learning and cognition - issues and concepts - focus on cognition. In Penelope Peterson, Eva Baker and Barry McGaw (Eds.), International Encyclopedia of Education, (pp. 237-244). Oxford: Elsevier.
  • Pons, F., de Rosnay, M., Cuisinier, F., Bender, P. (2010). On the cognitive nature of emotions and the emotional nature of cognitions. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 17-37). Aalbourg: Aalborg University Press.
  • Succar, S., Beswick, K., de Rosnay, M. (2010). Understanding children's tendencies to hide their feelings: The roles of emotion understanding and impulsivity. In F. Pons, M. de Rosnay and P-A. Doudin (Eds.), Emotions in research and practice, (pp. 65-96). Aalbourg: Aalborg University Press.

2009

  • Corriveau, K., Harris, P., Meins, E., Fernyhough, C., Arnott, B., Elliott, L., Liddle, B., Hearn, A., Vittorini, L., de Rosnay, M. (2009). Young children's trust in their mother's claims: Longitudinal links with attachment security in infancy. Child Development, 80(3), 750-761.

2008

  • de Rosnay, M., Harris, P., Pons, F. (2008). Emotion understanding and developmental psychopathology in young children. In Carla Sharp, Peter Fonagy, Ian Goodyer (Eds.), Social Cognition and Developmental Psychopathology, (pp. 343-385). USA: Oxford University Press.
  • Murray, L., de Rosnay, M., Pearson, J., Bergeron, C., Schofield, E., Royal-Lawson, M., Cooper, P. (2008). Intergenerational Transmission of Social Anxiety: The Role of Social Referencing Processes in Infancy. Child Development, 79(4), 1049-1064.
  • de Rosnay, M., Pons, F., Harris, P. (2008). Perché il Test di Comprensione delle Emozioni (TEC). In Francisco Pons, Paul Harris (Eds.), Lo sviluppo della comprensione delle emozioni e la sua valutazione: La standardizzazione italiana del Test de Comprensione delle Emozioni (TEC), (pp. 9-17). Milan, Italy: Edizioni Unicopli.

2007

  • Pons, F., de Rosnay, M., Doudin, P., Harris, P., de Stasio, S. (2007). Comprensione sociale ed emotiva nei bambini. In M. Pinelli (Eds.), Metacognizione, emozioni, teoria della mente: Relazioni e strumenti di misure, (pp. 25-48). Italy: Parma: Uni.Nova.

2006

  • de Rosnay, M., Hughes, C. (2006). Conversation and theory of mind: Do children talk their way to socio-cognitive understanding? British Journal of Developmental Psychology, 24(1), 7-37.
  • Pons, F., de Rosnay, M., Doudin, P., 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, & O. Albanese (Eds.), Toward Emotional Competencies, (pp. 19-33). Aalborg, Denmark: Aalborg University Press.
  • Pons, F., Doudin, P., Harris, P., de Rosnay, M. (2006). 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, Denmark: Aalborg University Press.
  • Pons, F., Doudin, P., 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, Italy: Franco Angeli.
  • Hughes, C., de Rosnay, M. (2006). The role of conversations in children's social, emotional and cognitive development. British Journal of Developmental Psychology, 24(1).
  • Pons, F., Harris, P., de Rosnay, M. (2006). Theory of mind in children: Impact of children's language and families' conversation. In C. Jantzen & T. Thellesen (Eds.), Videnskabelig begrebsdannelse, (pp. 93-106). Denmark: Aalborg Universitrtsforlag.
  • de Rosnay, M., Cooper, P., Tsigaras, N., Murray, L. (2006). Transmission of social anxiety from mother to infant: An experimental study using a social referencing paradigm. Behaviour Research and Therapy, 44(8), 1165-1175. [More Information]

2005

  • Pons, F., Doudin, P., Harris, P., de Rosnay, M. (2005). La compréhension des émotions. In L. Lafotune, M.-F. Daniel, P.-A. Doudin, F. Pons & O. Albanese (Eds.), Pédagogie et psychologie des émotions, (pp. 183-206). Sainte-Foy: Presses de l’Université du Québec.
  • Harris, P., de Rosnay, M., Pons, F. (2005). Language and Children's Understanding of Mental States. Current Directions in Psychological Science, 14(2), 69-73.

2004

  • de Rosnay, M., Pons, F., Harris, P., Morrell, J. (2004). A lag between understanding false belief and emotion attribution in young children: Relationships with linguistic ability and mothers' mental-state language. British Journal of Developmental Psychology, 22(2), 197-218.
  • Pons, F., Harris, P., de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.

2003

  • 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.

2002

  • de Rosnay, M., Harris, P. (2002). Individual differences in children's understanding of emotion: The roles of attachment and language. Attachment and Human Development, 4(1), 39-54.
  • Pons, F., Doudin, P., Harris, P., de Rosnay, M. (2002). Métaémotion et intégration scolaire. In L. Lafortune & P. Mongeau (Eds.), L'affectivité dans l'apprentissage, (pp. 7-24). Saint-Foy: Presses de l’Université du Québec.

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