Annie Vinter

PR

  • 03 80 39 57 57
  • 03 80 39 57 67
  • Room #246

LEAD - CNRS UMR 5022
Université de Bourgogne
Pôle AAFE
Esplanade Erasme
BP 26513
21065 Dijon CEDEX

Speciality

Developmental psychology

Curriculum Vitae

- PhD in Psychology, University of Geneva (Switzerland), 1983 (Comity: George Butterworth, Bärbel Inhelder, Annette Karmiloff-Smith, Pierre Mounoud, Supervisor: Pierre Mounoud)

1983-85: Istituto Scientifico Stella Maris, University of Pisa (Italy), post-doc fellow

1985: Zentrum für Interdisziplinäre Forschung, University of Bielefeld (Germany), independent research fellow

1985-1989: University of Geneva (Switzerland), assistant professor

1989-1992: University of Franche-Comté (France), professor in experimental and developmental psychology

from 1992: University of Bourgogne (France), professor in developmental psychology

 

Current responsabilities:

International:

- Board member of IGS (International Graphonomics Society)

National:

- Scientific Delegate to the AERES (Evaluation Agency for Research and Higher education)

University of Bourgogne:

- Vice President of the University of Bourgogne, in charge of the relationships between teaching and research, and in charge of the relationships with the PRES Bourgogne-Franche-Comté

- Main coordinator of the Psychology Master degree, and of the professional  master "Clinical developmental psychology of learning and aging"

- President of the "Commission de Proposition 16° section"

- Member of  CA (Administration Council) of the University of Bourgogne

 

Research topics

Implicit learning in children and adults, with or without handicap

Drawing and writing in children, with or without handicap

Local and global perception in children, with or without handicap

Publications

  • Vinter, A., Fernandes, V., Orlandi, O., & Morgan, P. (In Press). Verbal definitions of familiar objects in blind children reflect their peculiar perceptual experience. Child: Care, Health & Development. More ›
  • Kebbe, H., & Vinter, A. (2013). How age, culture and manual dominance affect directionality in drawing side view objects. Journal of Cross-Cultural Psychology, 14(1), 160-172. More ›
  • Witt, A., Puspitawati, I., & Vinter, A. (2013). How explicit and implicit test instructions affect performance in an implicit learning task. PLOsONE, 1(8), e53296. More ›
  • Witt, A., & Vinter, A. (2013). Children with intellectual disabilities may be impaired in encoding and recollecting incidental information. Research in Developmental Disabilities. More ›
  • Vinter, A., Fernandes, V., Orlandi, O., & Morgan, P. (2012). Exploratory procedures of tactile images in visually impaired and blindfolded sighted children: How they relate to their consequent performance in drawing. Research in Developmental Disabilities. More ›
  • Witt, A., & Vinter, A. (2012). Artificial grammar learning in children: abstraction of rules or sensitivity to perceptual features?. Psychological Research. More ›
  • Vinter, A., van Gemmert, A.W., & Philips, J. (2011). Special issue: Progress in Graphonomics: A perceptual motor skill perspective. Human Movement Science. More ›
  • Witt, A., & Vinter, A. (2011). Learning implicitly to produce avoided behaviours. The Quarterly Journal of Experimental Psychology. More ›
  • Vinter, A., & Chartrel, E. (2010). Effects of different types of learning on handwriting movements in young children. Learning and Instruction, 20, 476-486. More ›
  • Vinter, A., Pacton, S., Witt, A., & Perruchet, P. (2010). Implicit learning, development and education. In J-P. Didier, & E. Bigand (Eds.), Rethinking physical and rehabilitation medicine (pp. 111-127). Paris: Springer Verlag . More ›

See 73 publications ›

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