Annie Vinter

PU

  • +33 (0)3 80 39 57 57
  • +33 (0)3 80 39 57 67
  • Room #246

LEAD
CNRS - Université Bourgogne Franche-Comté - UMR 5022
Pôle AAFE
11 Esplanade Erasme
21000 Dijon

Speciality

Developmental psychology

Curriculum Vitae

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

1983-85: Istituto Scientifico Stella Maris,  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:

National:

Head of the Department of Evaluation of Clusters of Higher Education and Research Institutions at the HCERES (High Council of Evaluation of Research and Higher Education)

University of Bourgogne:

- Main coordinator of the Psychology Master degree "Clinical psychology of development, learning and aging"

 

 

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

  • Gelin, M., Bugaiska, A., Meot, A., Vinter, A., & Bonin, P. (2019). Animacy effects in episodic memory: do imagery processes really play a role?. Memory, 27, 209-223. More ›
  • Vanwalleghem, S., Miljkovith, R., Atkinson, L., Counsell, A., & Vinter, A. (2019). Validation of the Intention Attribution Test for Children (IAC). Assessment. More ›
  • Vinter, A., Orlandi, O., Bonn, P., & Morgan, P. (2019). Forme versus texture de stimuli tactiles élémentaires: quelle dimension est privilégiée par l'enfant aveugle ou voyant?. ANAE, 159, 151-158. More ›
  • Vinter, A., Bonin, P., & Morgan, P. (2018). The severity of the visual impairment and practice matter for drawing in children. Research in Developmental Disabilities, 78, 15-26. More ›
  • Witt, A., Vinter, A. (2017). Perceptual and positional saliencies influence children's sequence learning differently with age and instructions at test. The Quarterly Journal of Experimental Psychology, 70, 2219-2233. More ›
  • Puspitawati,I., Jebrane, A., & Vinter, A. (2014). Local and global processing in blind and sighted children in a naming and drawing task. Child Development, 85, 1077-1090. More ›
  • Crognier, L., Skoura, X., Vinter, A., & Papaxanthis, C. (2013). Mental representation of arm motion dynamics in children and adolescents. PlosOne, 8(8), e73042. 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 ›
  • Vinter, A., Fernandes, V., Orlandi, O., & Morgan, P. (2013). Verbal definitions of familiar objects in blind children reflect their peculiar perceptual experience. Child: Care, Health & Development. 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 ›

See 107 publications ›

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