Séverine Millotte


  • +33 (0)3 80 39 90 26
  • +33 (0)3 80 39 57 67
  • Room #217

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


Cognitive Psychology

Developmental Psychology

Curriculum Vitae

2014-2018 : Chargée de mission Recherche, ESPE de Bourgogne

2013-2015 : Responsable du master Métiers de l'Enseignement, de l'Education et de la Formation (MEEF) premier degré, ESPE de Bourgogne, University of Burgundy

2009-... : Lecturer in Psychology, IUFM de Bourgogne, University of Burgundy, Dijon, France

2006-2009 : Post-doctorate, Laboratoire de Psycholinguistique Expérimentale, University of Geneva, Siwtzerland / supervised by Uli Frauenfelder / financed by a Marie Curie Intra-European Fellowship (European Commission) in 2007-2009 and a Post-Doctoral Fellowship (Direction Générale de l'Armement) in 2006

2005 : Ph.D. in Cognitive Sciences, Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris, France / supervised by Anne Christophe and Emmanuel Dupoux / Comity : Michel Fayol, Emmanuel Bigand, Ulrich Frauenfelder, Thierry Nazzi and Emmanuel Dupoux


Research topics


  • Brusini, P., de Carvalho, A., Dautriche, I., Gutman, A., Cauvet, E., Millotte, S., Amsili, P., & Christophe, A. (In Press). Bootstrapping lexical and syntactic acquisition. In Kail, M., Hickman, M., & Veneziano, E. (Eds.), Sources of variations in first language acquisition: Languages, contexts, and learners (pp. 63-80). Amsterdam: John Benjamins Publishing Company. More ›
  • de Carvalho, A., Dautriche, I., Millotte, S., & Christophe, A. (In Press). Early perception of phrasal prosody and its role in syntactic and lexical acquisition. In Prieto, P., & Esteve-Gibert, N. (Eds.), The development of prosody in first language acquisition (pp. 17-35). Amsterdam: John Benjamins Publishing Company. More ›
  • Goyet, L., Millotte, S., Christophe, A., & Nazzi, T. (2016). Processing continuous speech in infancy: From major prosodic units to isolated word forms. In Lidz, J., Snyder, W., & Pater, J. (Eds.), The Oxford Handbook of Developmental Linguistics (pp. 133-156). Oxford: Oxford University Press. More ›
  • Bonin, P., Méot, A., Millotte, S., & Bugaiska, A. (2015). Norms and reading times for acronyms in French. Behavior Research Methods. More ›
  • Cauvet, E., Limissuri, R., Millotte, S., Skoruppa, K., Cabrol, D., & Christophe, A. (2014). Function words constrain on-line recognition of verbs and nouns in French 18-month-olds. Language Learning and Development. More ›
  • Bonin, P., Méot, A., Millotte, S., & Barry, C. (2013). Individual differences in adult handwritten spelling-to-dictation. Frontiers in Psychology. More ›
  • Franck, J., Millotte, S., Posada, A., & Rizzi, L. (2013). Evidence for early abstract representations of word order: An eye-tracking study. Applied Psycholinguistics, 2(34), 323-336. More ›
  • Millotte, S., Cauvet, E., Brusini, P., & Christophe, A. (2013). Discovering word forms and word meanings : The role of phrasal prosody and function words. In Boeckx, C., & Grohmann, K. (Eds.), The Cambridge Handbook of Biolinguistics (pp. 86-93). Cambridge: Cambridge University Press. More ›
  • Weiss, K., Favrel, J., & Millotte, S. (2012). La psychologie et l’école : regards sur la formation des enseignants. In Lapostolle, G. (Eds.), La formation des enseignants : professionnalisation et recherche (pp. 101-117). Dijon: Editions Universitaires de Dijon. More ›
  • Franck, J., Millotte, S., & Lassotta, R. (2011). Early word order representations: Novel arguments against old contradictions. Language Acquisition, 18, 121-135. More ›

See 24 publications ›