Arnaud Witt


  • +33 (0)3 80 39 57 63
  • +33 (0)3 80 39 57 67
  • Room #213

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


Developmental psychology

Curriculum Vitae

  • Lecturer in Psychology, Université de Bourgogne
  • Postdoctoral fellow, Université de Genève.
  • LEAD associate member.
  • Ph.D. in Psychology, Université de Bourgogne, 2010 (Comity: Michel Fayol, Thierry Meulemans, Pierre Perruchet, Supervisor: Annie Vinter)
  • M.A. in Cognitive Psychology, 2006

Research topics

Implicit learning in children with and whitout mental retardation

Implicit learning (IL) covers all forms of learning that operate without the subject being conscious he is modifying durably his behaviour. This type of learning is supposed to be involved in various abilities. Some questions related to this topic concern the nature of the processes involved during an IL episode and their robustness in the face of age and IQ.

My work consists in testing artificial grammar learning in typically developing children of various ages and in children with mental retardation. By manipulating the properties of the material seen during training and the instructions delivered at test, I try to separate the main theoretical models of IL, to understand the relation between IL, development and mental retardation, and to investigate how the subjects apprehend and adapt behaviourally to the situation.


  • Bonin, P., Thiebaut, G., Witt, A., & Méot, A. (In Press). Contamination is "good" for your memory! Further evidence for the adaptive view of memory. Evolutionary Psychological Science. More ›
  • Witt, A., & Gentaz, E. (In Press). Les compétences visuelles précoces, déficiences visuelles et suppléances. In (pp. ). : . More ›
  • Thibaut, J.P., Stansbury, E., & Witt, A. (2018). Generalization of novel names for relations in comparison settings: the role of conceptual distance during learning and at test. In Proceedings of the 40th Annual Meeting of the Cogniive Science Society (Eds.), (pp. ). : . More ›
  • Weiland, B., Carpentier, L., Witt, A., & Cornuault, P.-H. (2018). Tactile perception of textured surfaces: a tribological interpretation. In 4th International Conference on BioTribology (Eds.), (pp. ). Montréal, Canada: . More ›
  • Weiland, B., Witt, A., Carpentier, L., & Cornuault, P.-H. (2018). Interprétation tribologique de la perception tactile de surfaces texturées. In 30èmes Journées Internationales Francophones de Tribologie (JIFT 2018) (Eds.), (pp. ). : . More ›
  • Thibaut, J.P., Witt, A. (2017). Generalizing novel names in comparison settings: Role of conceptual distance during learning and at test. In Proceedings of the 39th Annual Meeting of the Cogniive Science Society (pp. ). : . More ›
  • Theurel, A., Witt, A., Malsert, J., Lejeune, F., Fiorentini, C., Barisnikov, K., & Gentaz, E. (2016). The integration of visual context information in facial emotion recognition in 5- to 15-year-olds. Journal of Experimental Child Psychology. More ›
  • Witt, A., & Vinter, A. (2016). Perceptual and positional saliencies influence children's sequence learning differently with age and instructions at test. The Quarterly Journal of Experimental Psychology. More ›
  • Thibaut, J.P., & Witt, A. (2015). Young children’s learning of relational categories: multiple comparisons and their cognitive constraints. Frontiers in Psychology. More ›
  • Bueno, M.-A., Crest, M., Monteil, G., Berthier, Y., Lemaire-Semail, B., Massi, F., Vinter, A., Aimonetti, J.-M., Carpentier, L., Cornuault, P.-H., Giraud, F., Camillieri, B., Ribot-Ciscar, E., Witt, A., Gentaz, E., & Mith, S. (2014). COSTaM: Tool Design for a Controlled Tactile Stimulation. AMSE Journals-AMSE IFRATH Publication _ Modelling C, 75(2), 31-42. More ›

See 18 publications ›

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