Fiche de Vinter Annie

Psychologie du développement

– 1980-1983 : Doctorat de Psychologie, Université de Genève (Suisse), Juin 1983 (Jury de thèse: George Butterworth, Bärbel Inhelder, Annette Karmiloff-Smith, Pierre Mounoud; Directeur: Pierre Mounoud)

– 1983-1985 : Istituto Scientifico Stella Maris,  Pise (Italie), chargée de recherche contractuelle

– 1985 : Zentrum für Interdisziplinäre Forschung, Université de Bielefeld (Allemagne), chercheur contractuel

– 1985-1989 : Université de Genève (Suisse), Maître-assistante suppléante puis Maître d’enseignement et de recherche suppléante

– 1989-1992 : Université de Franche-Comté (France), professeur de psychologie expérimentale et du développement

– 1992-2024 : Université de Bourgogne (France), professeur de psychologie du développement

– Depuis sept. 2024 : Université de Bourgogne / Université Bourgogne Europe (France), professeur émérite

Principales fonctions passées :

International:

2004-2009 : Déléguée nationale française auprès de l’Union Internationale de la Psychologie Scientifique (IUPsyS)

2005-2015 : Membre du bureau de IGS (International Graphonomics Society)

National:

2008-2013 : Déléguée Scientifique AERES, Psychologie

2016-2020 : Directrice du Département d’Evaluation des Coordinations Territoriales du HCERES

Université de Bourgogne:

1995-2024 : Direction : du DESS de Psychologie de l’Enfance et de l’Adolescence de l’Université de Bourgogne ; transformé de 2003 à 2010 en Master de Psychologie du Développement et des Troubles de l’apprentissage ; transformé de 2010 à 2024 en Psychologie Clinique du Développement, des Apprentissages et du Vieillissement.

2004-2007 : Direction de l’Ecole Doctorale Gestion-Economie-Formation de l’Université de Bourgogne

2007-2011 : Direction adjointe puis direction de l’Ecole Doctorale Environnements-Santé-Stic de l’Université de Bourgogne

2012-2015 : Vice-Présidente Déléguée à la coordination formation-recherche et en charge des relations avec le PRES Bourgogne Franche-Comté

2015-2016 : Présidence provisoire de la COMUE UBFC

Dessin et écriture chez l’enfant et l’adulte, avec ou sans handicap

Apprentissage implicite chez l’enfant et l’adulte, avec ou sans handicap

Étude des biais animé et danger chez l’enfant et l’adulte

• Lhoste, E., Bonin, P., Bard, P., Poulin-Charronnat, B., & Vinter, A. (2026). The “what” and “where” of the threat superiority effect in children’s memory. Memory.
• Lhoste, E., Bonin, P., Bard, P., Poulin-Charronnat, B., & Vinter, A. (2025). Animacy and threat influence location memory in adults. Memory & Cognition.
• 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.
• Perruchet, P., & Vinter, A. (2024). The pitfall of neurobiological reductionism. L'Année Psychologique.
• 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.
• WItt, A., Firmin, S., & Vinter, A. (2024). Apprentissage incident d’un itinéraire chez l’enfant avec déficience intellectuelle : apprentissage sans erreur et avec erreurs signalées implicitement et explicitement. Approche Neuropsychologique des Apprentissages chez l'Enfant.
• 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.
• 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.
• 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, 1-10.
• 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.
• 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.
• 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.
• Vanwelleghem, S., Vinter, A. (2021). Un modèle développemental des capacités d’élaboration : la redescription des représentations.. L’élaboration mentale. Des perspectives pour appréhender les mécanismes sous-tendant la santé mentale. Elsevier, Masson.
• Perruchet, P., Vinter, A. (2021). The self-organizing consciousness: Implications for deep learning.. Trends in Artificial Intelligence, 87-94.
• Vanwalleghem, S., Miljkovitch, R., Vinter, A. (2021). Attachment representation among school-age children with intellectual disability. Research in Developmental Disabilities, 118, DOI:10.1016/j.ridd.2.
• Vinter, A., Orlandi, O., Morgan, P. (2020). Identification of textured tactile pictures in visually impaired and blindfolded sighted children. Frontiers in Developmental Psychology.
• Bonin, P., Poulin-Charronnat, B., Lukowski Duplessy, H., Bard, P., Vinter, A., Ferrand, L., & Méot, A. (2020). IMABASE: A new set of 313 colourised line drawings standardised in French for name agreement, image agreement, conceptual familiarity, age-of-acquisition, and imageability. Quarterly Journal of Experimental Psychology, 1862-1878.
• 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.
• Gelin, M., Bugaiska, A., Méot, A., Vinter, A., & Bonin, P. (2019). Animacy effects in episodic memory: Do imagery processes really play a role?. Memory, 209-223.
• Vinter, A., Bonin, P., & Morgan, P. (2018). The severity of the visual impairment and practice matter for drawing in children. Research in Developmental Disabilities, 15-26.
• Witt, A., & Vinter, A. (2016). Perceptual and positional saliencies influence children’s sequence learning differently with age and instructions at test. Quarterly Journal of Experimental Psychology.
• 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.
• 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, 31-42.
• 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.
• 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, 856-863.
• Crognier, L., Skoura, X., Vinter, A., Papaxanthis, C. (2013). Mental representation of arm motion dynamics in children and adolescents.. PlosOne, 8(8), e73042.
• Witt, A., & Vinter, A. (2013). Children with intellectual disabilities may be impaired in encoding and recollecting incidental information. Research in Developmental Disabilities, 864-871.
• Witt, A., Puspitawati, I., & Vinter, A. (2013). How explicit and implicit test instructions affect performance in an implicit learning task. PLOS ONE, e53296. doi:10.1371/.
• 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, 1819-1831.
• Witt, A., & Vinter, A. (2012). Artificial grammar learning in children: Abstraction of rules or sensitivity to perceptual features?. Psychological Research, 97-110.
• Vinter, A., van Gemmert, A.W., Philips, J. (2011). Special issue: Progress in Graphonomics: A perceptual motor skill perspective.. Human Movement Science, 683-686.
• Witt, A., & Vinter, A. (2011). Learning implicitly to produce avoided behaviours. Quarterly Journal of Experimental Psychology, 1173-1186.
• Vinter, A., Chartrel, E. (2010). Effects of different types of learning on handwriting movements in young children. Learning and Instruction, 20, 476-486.
• Vinter, A., Puspitawati, I., & Witt, A. (2010). Children’s spatial analysis of hierarchical patterns: Construction and perception. Developmental Psychology, 1621-1631.
• Vinter, A., Pacton, S., Witt, A., & Perruchet, P. (2010). Implicit learning, development and education.. Rethinking physical and rehabilitation medicine. Springer Verlag.
• Fernandes, M., Vinter, A. (2009). Développement des représentations graphiques réalisées par des enfants à partir d’une exploration tactile ou visuelle de formes bidimensionnelles. L'Année Psychologique, 109(3), 407-429.
• Skoura, X., Vinter, A., Papaxanthis, C. (2009). Mentally simulated motor actions in children. Developmental Neuropsychology, 34(3), 356-367.
• Chartrel, E., Vinter, A. (2009). Imposer des contraintes de taille ou de vitesse sur l’écriture chez l’enfant: Des bénéfices ou non?. L’apprentissage de la langue écrite. (245-261). PUR.
• Chartrel, E., Vinter, A. (2008). The impact of spatio-temporal constraints on cursive letter handwriting in children. Learning and Instruction, 18(6), 537-547.
• Perruchet, P., Vinter, A. (2008). La conscience auto-organisatrice. L'Année Psychologique, 108(1), 79-105.
• Skoura, X., Personnier, P., Vinter, A., Pozzo, T., Papaxanthis, C. (2008). Decline in motor prediction in elderly subjects: Right versus left arm differences in mentally simulated motor actions. Cortex, 44(9), 1271-1278.
• Vinter, A., Chartrel, E. (2008). Visual and proprioceptive recognition of cursive letters in young children. Acta Psychologica, 129(1), 147-156.
• Vinter, A., Detable, C. (2008). Implicit and explicit motor learning in children with and without Down’s syndrome. British Journal of Developmental Psychology, 26(4), 507-523.
• Perruchet, P., Vinter, A. (2008). La conscience auto-organisatrice. L'Année Psychologique, 108(1), 79-105.
• Lange-Küttner, C., Vinter, A. (2008). Contemporary enquiries into a traditional domain of research: drawing.. Drawing and the Non-Verbal Mind. A Life-Span Perspective. (1-20). Cambridge University Press.
• Vinter, A., Picard, D., Fernandes, V., (2008). Graphic syntax and representational development.. Drawing and the Non-Verbal Mind. A Life-Span Perspective (139-158). Cambridge University Press.
• Picard, D., Vinter, A. (2007). Relationships between procedural rigidity and interrepresentational change in children’s drawing behavior. Child Development, 78(2), 522-541.
• Vinter, A., Marot, V. (2007). The development of context sensitivity in children’s graphic copying strategies. Developmental Psychology, 43(1), 94-110.
• Perruchet, P., Vinter, A., Pacton, S. (2007). La conscience auto-organisatrice: Une alternative au modèle dominant de la psychologie cognitive. Education & Didactique, 1(3), 7-34.
• Perruchet, P., Vinter, A., Pacton, S. (2007). La conscience auto-organisatrice: Une alternative au modèle dominant de la psychologie cognitive. Education & Didactique, 1(3), 7-34.
• Vinter, A., Zeziger, P. (2007). L’écriture chez l’enfant : Apprentissage, troubles et évaluation.. Psychologie du Développement et de l’Education, IED. (327-351.). PUF.
• Vinter, A., Zesiger, P. (2007). L’écriture chez l’enfant : apprentissage, troubles et évaluation. Psychologie du Développement et de l’Education, IED (327-351). PUF.
• Chartrel, E., Vinter, A. (2006). Rôle des informations visuelles dans la production de lettres cursives chez l’enfant et l’adulte. L'Année Psychologique, 106(1), 43-63.
• Detable, C., Vinter, A. (2006). Les capacités de transfert en situation d’apprentissage implicite chez des préadolescents présentant un retard mental. Psychologie Française, 51, 189-203.
• Picard, D.|Vinter, A. (2006). Decomposing and connecting object representations in 5-to 9-year-old children’s drawing behaviour. British Journal of Developmental Psychology, 24, 529-545.
• Picard, D., Vinter, A. (2005). Development of graphic formulas for the depiction of familiar objects. International Journal of Behavioral Development, 29(5), 418-432.
• Skoura, X., Papaxanthis, C., Vinter, A., Pozzo, T. (2005). Mentally represented motor actions in normal aging I. Age effects on the temporal features of overt and covert execution of actions. Behavioural Brain Research, 165(2), 229-239.
• Picard, D., Vinter, A. (2005). Activités de dessin et flexibilité représentationnelle. Enfance, 57(1), 24-33.
• Detable, C., Vinter, A. (2004). Le maintien dans le temps des effets d’un apprentissage implicite chez des enfants et adolescents avec retard mental. L'Année Psychologique, 104(4), 751-770.
• Robin, C., Toussaint, L., Blandin, Y., Vinter, A. (2004). Sensory integration in the learning of aiming toward « self-defined » targets. Research Quarterly for Exercise and Sport, 75(4), 381-387.
• Chartrel, E., Vinter, A. (2004). L’écriture : Une activité longue et complexe à acquérir. Approche Neuropsychologique de l'Apprentissage chez l'Enfant, 78, 174-180.
• Gullaud-Toussaint, L., Vinter, A. (2003). The effect of discordant sensory information in graphic production: Two distinct subject groups. Psychological Research, 67(4), 291-302.
• Vinter, A., Detable, C. (2003). Implicit learning in children and adolescents with mental retardation. American Journal on Mental Retardation, 108(2), 94-107.
• Vinter, A., Marot, V. (2003). Les activités de dessin chez l’enfant : un accès à l’étude de ses représentations mentales. Approche Neuropsychologique de l'Apprentissage chez l'Enfant, 72, 95-106.
• Detable, C., Vinter, A. (2003). Les activités graphiques d’enfants et d’adolescents présentant un retard mental : Etude du respect d’une règle synatxique. Revue Européenne de Psychologie Appliquée, 53(3-4), 179-187.
• Marot, V., Vinter, A. (2003). Rôle de la complexité et de l’orientation d’une figure géomètrique sur l’application des règles de production graphique chez l’enfant et l’adulte. Archives de Psychologie, 70, 175-192.
• Perruchet, P., Vinter, A. (2003). Linking learning and consciousness: The Self-Organizing Consciousness (SOC) model. The unity of consciousness. Binding, integration, and dissociation (193-213). Oxford University Press.
• Perruchet, P., Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25(3), 297-388.
• Perruchet, P., Vinter, A., Pacteau, C., Gallego, J. (2002). The formation of structurally relevant units in artificial grammar learning. Quarterly Journal of Experimental Psychology, 55A(2), 485-503.
• Vinter, A., Perruchet, P. (2002). Implicit motor learning through observational training in adults and children. Memory & Cognition, 30(2), 256-261.
• Perruchet, P., Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25(3), 297-388.
• Perruchet, P., Vinter, A., Pacteau, C., Gallego, J. (2002). The formation of structurally relevant units in artificial grammar learning. Quarterly Journal of Experimental Psychology, 55A(2), 485-503.
• Vinter, A., Perruchet, P. (2002). Implicit motor learning through observational training in adults and children. Memory & Cognition, 30(2), 256-261.
• Perruchet, P., Vinter, A. (2002). The Self-Organising Consciousness: A framework for implicit learning. Implicit learning and Consciousness. An empirical, philosophical and computational consensus in the making (41-67). Psychology Press.
• Perruchet, P., Vinter, A. (2002). The self-organizing consciousness: a framework for implicit learning. Implicit learning. Psychology Press.
• Perruchet, P., Vinter, A. (2002). Linking learning and consciousness: the self-organizing consciousness (soc) model. The unity of consciousness: binding, integration and dissociation. Oxford University Press.
• Vinter, A., Perruchet, P. (2000). Implicit learning in children is not related to age: evidence from drawing behavior. Child Development, 71(5), 1223-1240.
• Vinter, A., Perruchet, P. (2000). Implicit learning in children is not related to age: Evidence from drawing behavior. Child Development, 71(5), 1223-1240.
• Desbiez, D., Vinter, A., Meulenbroek, R. G. J. (1999). Activations différenciées de processus centraux et périphériques dans une tâche de dessin : Analyse des pauses et des amplitudes du mouvement. L'Année Psychologique, 99(1), 9-43.
• Picard, D., Vinter, A. (1999). Representational flexibility in children’s drawings: effects of age and verbal instructions. British Journal of Developmental Psychology, 17, 605-622.
• Vinter, A. (1999). How meaning modifies drawing behavior in children. Child Development, 70(1), 33-49.
• Vinter, A., Perruchet, P. (1999). Isolating unconscious influences: the neutral parameter procedure. Quarterly Journal of Experimental Psychology, 52A(4), 857-875.
• Vinter, A., Perruchet, P. (1999). What about consciousness during learning?. Behavioral and Brain Sciences, 22(1), 173.
• Vinter, A., Perruchet, P. (1999). Isolating unconscious influences: The neutral parameter procedure. Quarterly Journal of Experimental Psychology, 52A(4), 857-875.
• Vinter, A., Perruchet, P. (1999). What about consciousness during learning?. Behavioral and Brain Sciences, 22(1), 173.
• Gullaud, L., Vinter, A. (1998). Rôle de la vision dans la direction de mouvements graphiques simples. L'Année Psychologique, 98(3), 401-428.
• Meulenbroek, R. G. J., Vinter, A., Desbiez, D. (1998). Exploitation of elasticity in copying geometrical patterns: The role of age, movement amplitude, and limb-segment involvement. Acta Psychologica, 99(3), 329-345.
• Papaxanthis, C., Pozzo, T., Vinter, A., Grishin, A. (1998). The representation of gravitational force during drawing movements of the arm. Experimental Brain Research, 120(2), 233-242.
• Perruchet, P., Vinter, A. (1998). PARSER: A model for word segmentation. Journal of Memory and Language, 39(2), 246-263.
• Perruchet, P.|Vinter, A. (1998). Feature creation as a byproduct of attentional processing. Behavioral and Brain Sciences, 21(1), 33-34.
• Vinter, A., Gras, P. (1998). Spatial features of angular drawing movements in Parkinson’s disease patients. Acta Psychologica, 100(1-2), 177-193.
• Gras, P., Aouston, J., Stapeley, P., Pozzo, T., Mourey, F., Vinter, A., Rouhier-Marcer, I., Didier, J.-P. (1998). Adaptation de la posture au cours d’une tâche de ramassage d’objets chez la personne âgée et des sujets parkinsoniens. Résultats préliminaires. Annales de Réadaptation et de Médecine Physique, 41, 271-274.
• Perruchet, P., Vinter, A. (1998). PARSER: A model for word segmentation. Journal of Memory and Language, 39(2), 246-263.
• Perruchet, P., Vinter, A. (1998). Feature creation as a byproduct of attentional processing. Behavioral and Brain Sciences, 21(1), 33-34.
• Perruchet, P., Vinter, A. (1998). Learning and development. The implicit knowledge assumption reconsidered. Handbook of implicit learning (495-531). SAGE Publications.
• Perruchet, P. , Vinter, A. (1998). Learning and development: the implicit knowledge assumption reconsidered. Handbook of implicit learning. Sage.
• Perruchet, P., Vinter, A., Gallego, J. (1997). Implicit learning shapes new conscious percepts and representations. Psychonomic Bulletin & Review, 4(1), 43-48.
• Vinter, A., Perruchet, P. (1997). Relational problems are not fully solved by a temporal sequence of statistical learning episodes. Behavioral and Brain Sciences, 20(1), 82.
• Perruchet, P., Vinter, A., Gallego, J. (1997). Implicit learning shapes new conscious percepts and representations. Psychonomic Bulletin & Review, 4(1), 43-48.
• Vinter, A., Perruchet, P. (1997). Relational problems are not fully solved by a temporal sequence of statistical learning episodes. Behavioral and Brain Sciences, 20(1), 82.
• Desbiez, D., Vinter, A., Meulenbroek, R. G. J. (1996). Biomechanical and perceptual determinants of drawing angles. Acta Psychologica, 94(3), 253-271.
• Gras, P., Vinter, A., Lucas, B., Rouhier-Marcer, I., Didier, J.-P. (1996). Protocole standardisé d’évaluation des troubles gestuels. Annales de Réadaptation et de Médecine Physique, 39, 410-411.
• Desbiez, D., Vinter, A., Meulenbroek, R.J.D. (1996). The influence of task features on biomechanical exploitation in drawing.
• Vinter, A. , Desbiez, D., Pozzo, Th., Gras, P. (1996). The drawing of angular figures in Parkinson’s Disease patients: preliminary reports.
• Gullaud, L., Vinter, A. (1996). The role of visual and proprioceptive information in mirror-drawing behavior.
• Minary, F., Vinter, A. (1996). The drawing of complex geometrical figures in children: how graphic strategies may be related to chronological age.
• Vinter, A. , Picard, D. (1996). Drawing behavior in children reflects internal representational changes.
• Vinter, A., Perruchet, P. (1994). Is there an implict level of representation?. Behavioral and Brain Sciences, 17(4), 730-731.
• Vinter, A., Perruchet, P. (1994). Is there an implict level of representation?. Behavioral and Brain Sciences, 17(4), 730-731.
• Vinter, A. (1994). Hierarchy between graphic production rules in the drawing of elementary figures. Advances in Handwriting and Drawing: a multidisciplinary approach. Europia.
• Faure, C., Keuss, P. , Lorette, G., Vinter, A. (1994). Advances in Handwriting and Drawing: a multidisciplinary approach. Europia.
• Cioni, G., Paolicelli, P. B., Sordi, C., Vinter, A. (1993). Sensorimotor development in cerebral-palsied infants assessed with the Uzgiris-Hunt scales. Developmental Medicine and Child Neurology, 35(12), 1055-1066.
• Meulenbroek, R. G. J.|Vinter, A.|Mounoud, P. (1993). Development of the start-rotation principle in circle production. British Journal of Developmental Psychology, 11, 307-320.
• Vinter, A., Meulenbroek, R. G. J. (1993). The role of manual dominance and visual feedback in circular drawing movements. Journal of Human Movement Studies, 25, 11-37.
• Vinter, A. (1993). La capacité d’imitation précoce chez le nourrisson. Les comportements du bébé: expression de son savoir ?. Editions Mardaga.
• Vinter, A. , Cipriani, P. , Bruni, G. (1993). Lo sviluppo sensomotorio del lattante. Nuova Italia Scientifica.
• Vinter, A., Mounoud, P. (1991). Isochrony and accuracy of drawing movements in children: effects of age and context. Development of graphic skills. Academic Press.
• Vinter, A. (1990). Sensory and perceptual control of action in early human development. Relationships between Perception and Action: Current approaches (305-324). Springler-Verlag.
• Vinter, A. (1990). Manual imitations and reaching behaviors: an illustration of action control in infancy. Development of eye-hand coordination across the lifespan (157-187). University of South Carolina Press.
• Vinter, A. (1988). Perception of facial movements in early infancy: Some reflections in relation to speech perception. Visible Language, 22(1), 79-111.
• Vinter, A. (1987). Les fonctions de représentation et de communication dans les conduites sensorimotrices. La psychologie (417-462). Gallimard, Encyclopédie La Pléiade.
• Vinter, A. (1986). A developmental perspective on behavioral determinants. Acta Psychologica, 63(1-3), 337-349.
• Vinter, A. (1986). The role of movement in eliciting early imitations. Child Development, 57, 66-71.
• Vinter, A. (1986). A developmental perspective on behavior determinants. Sensorimotor interactions in space perception and action. Springler-Verlag.
• Vinter, A. (1985). La capacité d’imitation à la naissance: Elle existe, mais que signifie-t-elle?. Canadian Journal of Psychology, 39(1), 16-33.
• Mounoud, P., Vinter, A. (1985). La notion de représentation en psychologie génétique. Psychologie Française, 30, 253-259.
• Vinter, A., Lanarès, J., Mounoud, P. (1985). Development of face perception. Semiotic Inquiry, 5, 240-258.
• Mounoud, P., Vinter, A. (1985). The evolution of self-image between 3 and 11 years as illustration of a theoretical model of child development. The future of piagetian theory : the neo-piagetians. Plenum Press.
• Mounoud, P., Vinter, A., Hauert, C-A. (1985). Activités manuelles et développement cognitif. Etudier l'enfant de 0 à 3 ans. Editions du CNRS, Collection Comportements.
• Vinter, A. (1985). L’imitation chez le nouveau-né. Delachaux et Niestlé.
• Vinter, A., Denobili, G. L., Pellegrinetti, G., Cioni, G. (1984). Auditory-visual coordination: Does it imply an external world for the newborn?. Current Psychology of Cognition, 4(4), 309-322.
• Vinter, A., Mounoud, P. (1984). Etude des formes d’identité de soi chez l’enfant et l’adolescent. La Psychomotricité, 8, 53-61.
• Vinter, A., Mounoud, P., Husain, O. (1983). Accuracy and stability of self-image of mentally-retarded adults. American Journal of Mental Deficiency, 87(6), 583-590.
• Vinter, A., Mounoud, P., Husain, O. (1983). Image de soi et déficience mentale – Perspective théorique et expérimentale. Revue de Psychologie Appliquée, 33(1), 33-61.
• Vinter, A., Cioni, G. (1983). Competenze senso-motorie nel neonato. Giornale di Neuropsichiatria dell'Età Evolutivo, 1, 9-26.
• Vinter, A., De Nobili, G. L., Cioni, G., Pellegrinetti, G. (1983). La coordinazione visuo-uditiva alla nascita: Una « competenza » senza consapevolezza. Archivio Sicliano di Medicina e Chirurgia, XXIV, 593-600.
• Vinter, A. (1983). Il processo di apprendimento nel bambino: il suo sviluppo « spontaneo » e le implicazioni dal punto di vista psicopedagogico. Quaderni di Aggiornamento Psicopedagogico, Supplement, 5-24.
• Mounoud, P., Vinter, A. (1981). Representation and sensorimotor development. Infancy and Epistemology. The Harvester Press.
• Mounoud, P., Vinter, A. (1981). La reconnaissance de son image chez l’enfant et l’animal. Delachaux et Niestlé.