Fiche de Vinter Annie

Psychologie du développement

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

– 1983-85: Istituto Scientifico Stella Maris,  Pise (Italie), chargée recherches 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

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

Fonctions actuelles:

National:

Directrice du Département d’Evaluation des Coordinations Territoriales du HCERES

International:

– Membre du comité directeur de IGS (International Graphonomics Society)

Université de Bourgogne:

– Responsable du parcours  Psychologie clinique du développement, des apprentissages et du vieillissement du master de Psychologie de l’Université de Bourgogne.

• 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.
• 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.
• 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.
• 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.
• 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.
• 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. (2021). Attachment representation among school-age children with intellectual disability. Research in Developmental Disabilities, 118, DOI:10.1016/j.ridd.2.
• 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.
• 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., Morgan, P. (2020). Identification of textured tactile pictures in visually impaired and blindfolded sighted children. Frontiers in Developmental Psychology.
• 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., 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.
• 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.
• 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., Puspitawati, I., & Vinter, A. (2013). How explicit and implicit test instructions affect performance in an implicit learning task. PLOS ONE, e53296. doi:10.1371/.
• Witt, A., & Vinter, A. (2013). Children with intellectual disabilities may be impaired in encoding and recollecting incidental information. Research in Developmental Disabilities, 864-871.
• 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.
• 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. (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., Pacton, S., Witt, A., & Perruchet, P. (2010). Implicit learning, development and education.. Rethinking physical and rehabilitation medicine. Springer Verlag.
• 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.
• 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.
• Skoura, X., Vinter, A., Papaxanthis, C. (2009). Mentally simulated motor actions in children. Developmental Neuropsychology, 34(3), 356-367.
• 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.
• 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.
• Perruchet, P., Vinter, A. (2008). La conscience auto-organisatrice. L'Année Psychologique, 108(1), 79-105.
• 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.
• Vinter, A., Chartrel, E. (2008). Visual and proprioceptive recognition of cursive letters in young children. Acta Psychologica, 129(1), 147-156.
• 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.
• Perruchet, P., Vinter, A. (2008). La conscience auto-organisatrice. L'Année Psychologique, 108(1), 79-105.
• Chartrel, E., Vinter, A. (2008). The impact of spatio-temporal constraints on cursive letter handwriting in children. Learning and Instruction, 18(6), 537-547.
• 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.
• 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.
• 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., Marot, V. (2007). The development of context sensitivity in children’s graphic copying strategies. Developmental Psychology, 43(1), 94-110.
• Picard, D., Vinter, A. (2007). Relationships between procedural rigidity and interrepresentational change in children’s drawing behavior. Child Development, 78(2), 522-541.
• 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.
• 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.
• 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.
• Picard, D., Vinter, A. (2005). Activités de dessin et flexibilité représentationnelle. Enfance, 57(1), 24-33.
• 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). Development of graphic formulas for the depiction of familiar objects. International Journal of Behavioral Development, 29(5), 418-432.
• 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.
• 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.
• 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.
• 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.
• 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.
• Vinter, A., Detable, C. (2003). Implicit learning in children and adolescents with mental retardation. American Journal on Mental Retardation, 108(2), 94-107.
• 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.
• 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.
• Perruchet, P., Vinter, A. (2002). The self-organizing consciousness: a framework for implicit learning. Implicit learning. Psychology Press.
• 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.
• 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., Pacteau, C., Gallego, J. (2002). The formation of structurally relevant units in artificial grammar learning. Quarterly Journal of Experimental Psychology, 55A(2), 485-503.
• Perruchet, P., Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25(3), 297-388.
• 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., Pacteau, C., Gallego, J. (2002). The formation of structurally relevant units in artificial grammar learning. Quarterly Journal of Experimental Psychology, 55A(2), 485-503.
• Perruchet, P., Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25(3), 297-388.
• 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.
• 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.
• Vinter, A., Perruchet, P. (1999). Isolating unconscious influences: the neutral parameter procedure. Quarterly Journal of Experimental Psychology, 52A(4), 857-875.
• Vinter, A. (1999). How meaning modifies drawing behavior in children. Child Development, 70(1), 33-49.
• 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.
• 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.
• Perruchet, P. , Vinter, A. (1998). Learning and development: the implicit knowledge assumption reconsidered. Handbook of implicit learning. Sage.
• 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). Feature creation as a byproduct of attentional processing. Behavioral and Brain Sciences, 21(1), 33-34.
• Perruchet, P., Vinter, A. (1998). PARSER: A model for word segmentation. Journal of Memory and Language, 39(2), 246-263.
• 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.
• Vinter, A., Gras, P. (1998). Spatial features of angular drawing movements in Parkinson’s disease patients. Acta Psychologica, 100(1-2), 177-193.
• Perruchet, P.|Vinter, A. (1998). Feature creation as a byproduct of attentional processing. Behavioral and Brain Sciences, 21(1), 33-34.
• 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.
• Gullaud, L., Vinter, A. (1998). Rôle de la vision dans la direction de mouvements graphiques simples. L'Année Psychologique, 98(3), 401-428.
• 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.
• Perruchet, P., Vinter, A., Gallego, J. (1997). Implicit learning shapes new conscious percepts and representations. Psychonomic Bulletin & Review, 4(1), 43-48.
• 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.
• 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.
• 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. G. J. (1996). Biomechanical and perceptual determinants of drawing angles. Acta Psychologica, 94(3), 253-271.
• 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.
• 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. (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., 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.
• 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.
• 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.
• 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 behavior determinants. Sensorimotor interactions in space perception and action. Springler-Verlag.
• Vinter, A. (1986). The role of movement in eliciting early imitations. Child Development, 57, 66-71.
• Vinter, A. (1986). A developmental perspective on behavioral determinants. Acta Psychologica, 63(1-3), 337-349.
• 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.
• 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.
• 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.
• 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., 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., 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.
• Vinter, A., Cioni, G. (1983). Competenze senso-motorie nel neonato. Giornale di Neuropsichiatria dell'Età Evolutivo, 1, 9-26.
• 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., Mounoud, P., Husain, O. (1983). Accuracy and stability of self-image of mentally-retarded adults. American Journal of Mental Deficiency, 87(6), 583-590.
• 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.

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