Annie Vinter

PU – Psychology, Permanent

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

Université Bourgogne Franche-Comté
LEAD CNRS UMR5022
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:

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

Assessment of attachment's representations in children with or without handicap

Publications

  • Fizaine, F.C., Bard, P., Paindavoine, M., Robin, C., Bouyé, E., Lefèvre, R., & Vinter, A. (2024). Historical Text Line Segmentation Using Deep Learning algorithms: Mask-RCNN against U-Net networks. Journal of Imaging. More ›
  • Lhoste, E., Bonin, P., Bard, P., Poulin-Charronnat, B., & Vinter, A. (2024). A processing advantage in favor of animate entities in incidental word learning in young children. Journal of Experimental Child Psychology. More ›
  • Perruchet, P., & Vinter, A. (2024). The pitfall of neurobiological reductionism. Topics in Cognitive Psychology. More ›
  • Vinter, A., Bard, P., Lukowski-Duplessy, H., & Poulin-Charronnat, B. (2023). Learning to name uppercase and lowercase letters in preschoolers and kindergarteners: an investigation of the effects of child- and letter-related factors. Early Education and Development. More ›
  • Witt, A., Poulin-Charronnat, B., Bard, P., & Vinter, A. (2023). The effect of response-to-stimulus interval on children’s implicit sequence learning. Journal of Experimental Child Psychology. More ›
  • Chevet, G., Baccino, T., Marlot, L., Vinter, A., Drai-Zerbib, V., & (2022). Effects of interruption of eye movements and comprehension during reading on digital devices. Learning and Instruction. More ›
  • Chevet, G., Baccino, T., Vinter, A., & Drai-Zerbib, V. (2022). What breaks the flow of reading? A study on characteristics of attentional disruption during digital reading. Frontiers in Psychology. More ›
  • Vanwalleghem, S., Miljkovitch, R., & Vinter, A. (2022). Effects of intellectual disability and attachment on hostile intent attribution bias. Attachment and Human Development, 6(24), 732-749. More ›
  • Vinter, A., Bard, P., Lukowski-Duplessy, H., Poulin-Charronnat, B., & (2022). A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers. International Journal of Child-Computer Interaction. More ›
  • Perruchet, P., & Vinter, A. (2021). The self-organizing consciousness: Implications for deep learning. Trends in Artificial Intelligence. More ›

See 121 publications ›

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