Annie Vinter

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Papers by Annie Vinter

Implicit learning, development, and education

Collection de L’Académie Européenne de Médecine de Réadaptation, 2010

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Isolating Unconscious Influences: The Neutral Parameter Procedure

The Quarterly Journal of Experimental Psychology A, 1999

Earlier dem onstrations of unconscious learning have been regularly challenged. In this paper, we... more Earlier dem onstrations of unconscious learning have been regularly challenged. In this paper, we suggest that earlier demonstrations were not compelling due to certain properties of the experimental situations, and notably that conscious exploitation of explicit knowled ge, if present, would coincid e or con¯ict with the results of unconscious processing. We designed a method consisting of inducin g a neutral behavioural change in the way subjects drew geometric ®gures. Two experiments showed that im portant and lo ng-lasting modi®cations of drawing behaviour were obtained following specially devised practice, although these modi®cations could not be expected from deliber ate adaptive strategies. In addition, we showed that subjects were unaware of the manipulation to which they had been exposed. The study provides striking evidence for unco nscious learning and offers insights for the design of suitable new tools to investig ate unconscious cognitio n. Despite the recent upsurge of research on im plicit lear nin gÐ a phenom enon that deals with uncon scio us processes for most authorsÐ the outcome of the many attempts aim ed at demonstrating truly unconscious in¯uences of past experie nce in the labor atory context is still controversial. M any contrib utors in the implicit lear ning area claim that performance in im plicit lear ning tasks is not grounded on the exploitation of conscious know ledge about the training situation (e.g. Cleerem ans, 1993;, or at least mention this as a possible outcome (e.g. . However, other authors have challen ged this view, arguing that performance can be accounted for by the use of explicit knowledge about various aspects of the experim ental situation, making the whole issue of unconscious in¯uences objectless . Moreover, virtually all of those who subscrib e to the ®rst view, arguing that implicit lear ning involves unconscious modi®cations in the subject's behaviour, acknowledge that the performance observed in im plicit lear ning tasks can never be attributed exclusively to unco nscious in¯uences (e.g. .

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Learning implicitly to produce avoided behaviours

Quarterly Journal of Experimental Psychology, 2011

The literature on repetition processing reveals an intriguing paradox between the particular sali... more The literature on repetition processing reveals an intriguing paradox between the particular salience of repetitions, which makes them easy to learn, and a tendency to avoid them when generating sequences. The aim of this experiment was to study the extent to which children can learn to produce these avoided behaviours by means of an artificial grammar paradigm using generation tests with implicit or explicit instructions. The analysis of the control group's performance confirmed the presence of a spontaneous tendency to avoid generating repetitions. A comparison with chance revealed that the children learned to produce repetitions in the explicit test but not in the implicit test. However, a comparison with the control group showed that learning nonetheless occurred in the experimental group with the implicit test. The discussion focused on this antirepetition behavioural bias and how it interacted with the type of information processes elicited by the tests selected for assess...

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Implicit learning shapes new conscious percepts and representations

Psychonomic Bulletin & Review, 1997

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Artificial grammar learning in children: abstraction of rules or sensitivity to perceptual features?

Psychological Research, 2011

We examined sensitivity to grammatical sequences of colors in an artificial grammar learning task... more We examined sensitivity to grammatical sequences of colors in an artificial grammar learning task in a sample of 120 children aged between 5 and 8 years. The aim of the experiment was to test whether the children would preferentially learn the specific salient features of the items they were exposed to or the rules that generated these items. The children were divided into two experimental groups (identical grammar but training items differing in their surface features) and a control group (random items). The results showed that regardless of age, participants learned the most frequent salient features of the items, as well as some kind of abstract relational information. However, the 8-year-olds presented a more complex result profile, with one of the experimental groups apparently developing sensitivity to grammatical rules. These results are discussed with reference to the main current models of implicit learning. Overall, the results provided more support for stimulus-specific processing models than for rule-based models.

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Implicit motor learning through observational training in adults and children

Memory & Cognition, 2002

Although evidence of implicit motor learning on the basis of observation alone has been reported,... more Although evidence of implicit motor learning on the basis of observation alone has been reported, there is some data to suggest that the phenomenon could be contaminated by the intentional exploitation of explicit knowledge. In the present experiment, a special procedure was adapted to study observational learning in a situation involving the acquisition of a new drawing behavior. The participants consisted of adults and children 6-10 years of age. The results provide support for the view that overt motor practice is not strictlynecessaryfor implicit motor learning. They demonstrate that children display capacities similar to those of adults in this form of learning. Some suggestions are made to account for the contradictory results present in this area of research.

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Activations différenciées de processus centraux et périphériques dans une tâche de dessin : analyse des pauses et des amplitudes du mouvement

L'année psychologique, 1999

Résumé Actuellement le contrôle du mouvement est étudié selon deux approches distinctes. La premi... more Résumé Actuellement le contrôle du mouvement est étudié selon deux approches distinctes. La première approche « centraliste » décrit la planification et l'exécution du geste selon une hiérarchie de processus dédiés à la détermination des buts de l'action, à la recherche en mémoire motrice de programmes spécifiques et à l'activation des diverses unités effectrices. La seconde approche « dynamique » postule qu'une partie des déterminants des modalités d'exécution de la tâche pourrait être dévolue aux processus issus d'une exploitation des propriétés biomécaniques des effecteurs. Les deux expériences rapportées ici visent à montrer que les sujets peuvent mettre en œuvre des processus différents caractéristiques de l'un ou l'autre de ces modèles en fonction des demandes de la tâche. Dans une première expérience, des sujets adultes dessinent des figures composées de trois segments et de deux angles aigus selon une répétition de séries de tailles croissante...

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Le maintien dans le temps des effets d'un apprentissage implicite chez des enfants et adolescents avec retard mental

L'année psychologique, 2004

Résumé : Cette étude examine si l'apprentissage implicite d'un nouveau comportement graph... more Résumé : Cette étude examine si l'apprentissage implicite d'un nouveau comportement graphique résiste à l'effet du temps chez les enfants et adolescents avec retard mental (RM), comparativement aux enfants tout-venant. Des enfants et adolescents avec RM léger et moyen, âgés de 7 à 16 ans, ont été soumis à un apprentissage implicite portant sur leur habileté à tracer des cercles. La modification comportementale induite par la session d'apprentissage implicite perdure pendant une heure, dans des proportions similaires chez les sujets avec et sans RM (appariés sur l'âge mental ou réel). Les résultats montrent également que l'effet de l'apprentissage implicite différé est indépendant du degré de RM, de l'âge et de l'étiologie. Le maintien dans le temps des effets de l'apprentissage implicite est discuté par rapport à sa stabilité sur l'intervalle de rétention, puis en référence aux postulats de Reber concernant la robustesse de l'apprentis...

Développement des représentations graphiques réalisées par des enfants à partir d’une exploration tactile ou visuelle de formes bidimensionnelles

L’Année psychologique, 2009

Cette recherche a pour objectif d'étudier les images mentales élaborées par des enfants de 4 à 10... more Cette recherche a pour objectif d'étudier les images mentales élaborées par des enfants de 4 à 10 ans, à partir d'une exploration visuelle ou haptique de formes géométriques bidimensionnelles. La tâche des enfants consiste à explorer visuellement ou haptiquement une forme, puis à la dessiner de mémoire. Conformément à nos attentes, les résultats révèlent des performances intéressantes dans la condition tactile, bien que la supériorité de la condition visuelle soit claire à tout âge pour le traitement de la forme. Il n'en va pas de même par contre pour le traitement de la taille. Enfin, certains résultats semblent indiquer que l'intervention de processus descendants est plus forte en vision qu'en tactile lorsque le très jeune enfant produit ses dessins.

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Rôle des informations visuelles dans la production de lettres cursives chez l’enfant et l’adulte

L’Année psychologique, 2006

Notre recherche a pour objectif l’etude du developpement du role des informations visuelles sur l... more Notre recherche a pour objectif l’etude du developpement du role des informations visuelles sur la production de lettres cursives. Des enfants de 8, 9, 10 ans et des adultes ont pour tâche d’ecrire differentes lettres cursives (a, o, l, m et p) dans 3 conditions: normale (informations visuelles disponibles), la main placee sous un cache, avec les yeux fermes. L’absence de feedback visuel entraine une modification des caracteristiques des mouvements plus importante chez les enfants que chez les adultes. Seule une augmentation de la pression est observee chez les adultes, alors que les productions des enfants subissent une augmentation de la vitesse, de la longueur des trajectoires formant les lettres, de la fluidite et de la pression. Un developpement non monotone avec l’âge de certains indices est toutefois revele.

PARSER: A Model for Word Segmentation

Journal of Memory and Language, 1998

showed that adults were able to segment into words an artificial language that included no pauses... more showed that adults were able to segment into words an artificial language that included no pauses or other prosodic cues for word boundaries. We propose an account of their results that requires only limited computational abilities and memory capacity. In this account, parsing emerges as a natural consequence of the on-line attentional processing of the input, thanks to basic laws of memory and associative learning. Our account was implemented in a computer program, PARSER. Simulations revealed that PARSER extracted the words of the language well before exhausting the material presented to participants in the Saffran et al. experiments. In addition, PARSER was able to simulate the results obtained under attention-disturbing conditions (Saffran, Newport, Aslin, Tunick, & Barrueco, 1997) and those collected from 8-month-old infants (Saffran, Aslin, and Newport, 1996a). Finally, the good performance of PARSER was not limited to the trisyllabic words used by Saffran et al., but also extended to a language composed of one-to five-syllable words.

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How Culture, Age, and Manual Dominance Affect Directionality in Drawing Side View Objects

Journal of Cross-Cultural Psychology, 2012

The aim of the present experiment was to investigate the extent to which the orientation of objec... more The aim of the present experiment was to investigate the extent to which the orientation of objects drawn in side view is a function of culture, age, and manual dominance. Right-handed French and Syrian children aged between 6 and 10 years and right-handed adults from the same cultural groups were asked to produce side views of faces, vehicles (car and airplane), self-centered tools with a handle (mug and toothbrush), object-centered tools with a handle (jug and hammer), and animals (dog and fish) using their dominant and nondominant hands. The French participants exhibited a leftward directional bias, whereas their Syrian counterparts displayed a rightward bias. However, no differences between the two cultural groups were observed in the 6-year-olds, who did not present any systematic directional bias in their drawings. Furthermore, regardless of culture, the children did not modify the orientation of the objects in their drawings as a function of the hand used, whereas the hand ef...

The development of context sensitivity in children's graphic copying strategies

Developmental Psychology, 2007

The authors report on a series of 5 experiments in which 462 5-to 10-year-old children and 109 ad... more The authors report on a series of 5 experiments in which 462 5-to 10-year-old children and 109 adults were required to copy geometric figures either with no constraints or following prior exposure to primes consisting of different parsings of the figures. The analysis focused on the graphic strategies adopted by the participants to copy the models. Three developmental steps were revealed in the baseline copying condition. Priming experiments demonstrated that the age-developmental step correspondence varied as a function of the type of prime used. However, the impact of priming differed according to age. It was limited at 6 years, whereas its size was noticeable at the other ages. These results are discussed in the light of developmental models that hypothesize a major role either for endogeneous factors in cognitive development or for exogeneous and contextual factors.

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Mentally Simulated Motor Actions in Children

Developmental Neuropsychology, 2009

The present study investigated the effects of age and arm preference on motor imagery ability. Ch... more The present study investigated the effects of age and arm preference on motor imagery ability. Children (groups: 6.5, 8.3, and 10.1 years) and young adults (22.4 years) physically or mentally performed a drawing motor task with the right or the left arm. Imagery ability, accessed by the timing correspondence between executed and imagined movements, was poor at 6 and 8 years but improved at age 10, and was robust in adults. The arm condition had no influence on imagery ability. We suggest that maturation of parietal and prefrontal cortices during development may contribute to improvement of action representation.

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Decline in motor prediction in elderly subjects: Right versus left arm differences in mentally simulated motor actions

Cortex, 2008

This study investigates the effects of age upon the temporal features of executed and imagined mo... more This study investigates the effects of age upon the temporal features of executed and imagined movements performed with the dominant (D; right) and nondominant (ND; left) arms. Thirty right-handed subjects were divided into two groups: (i) the young group (n ¼ 15; mean age: 22.5 AE 2.5 years) and (ii) the elderly group (n ¼ 15; mean age: 70.2 AE 2.2 years). The motor task, involving arm pointing movements among four pairs of targets (.5 cm, 1 cm, 1.5 cm and 2 cm), imposed strong spatiotemporal constraints. During overt performance, young and elderly subjects modulated movement duration according to the size of targets, despite the fact that movement speed decreased with age as well as in the left arm compared with the right. This observation was also valid for the covert performance produced by the young group. However, such a strong relationship between covert movement durations and target size was not as obvious in the elderly group. Young, compared to elderly subjects, showed stronger correlations and smaller absolute differences between executed and imagined movements for both arms. Additionally, the absolute difference between executed and imagined arm movement durations was more pronounced for the left than the right arm in aged subjects. This result suggests a selective decline with age of mental prediction of motor actions, which is more prominent when the ND arm is involved.

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Relationships Between Procedural Rigidity and Interrepresentational Change in Children's Drawing Behavior

Child Development, 2007

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The Role of Movement in Eliciting Early Imitations

Child Development, 1986

... to thank Mariella Giovanni, Elisabetta Mounini, and Maria-Louisa Vella for their help with th... more ... to thank Mariella Giovanni, Elisabetta Mounini, and Maria-Louisa Vella for their help with this research. I would also like to express my sincerest gratitude to Pierre Mounoud, who directed the study. Send correspondence to Annie Vinter, Istituto Scientifico &quot;Stella Maris,&quot; Viale del ...

Local and Global Processing in Blind and Sighted Children in a Naming and Drawing Task

Child Development, 2013

This study investigated the spatial analysis of tactile hierarchical patterns in 110 early-blind ... more This study investigated the spatial analysis of tactile hierarchical patterns in 110 early-blind children aged 6-8 to 16-18 years, as compared to 90 blindfolded sighted children, in a naming and haptic drawing task. The results revealed that regardless of visual status, young children predominantly produced local responses in both tasks, whereas the production of integrated responses emerged later. Development of local and global processing seems to proceed similarly in the two populations, but local processing continued to occur at high levels over a larger age range in the blind. The possibility of visual mediation is pointed out, as totally blind children tended to process information locally more often than blind children with minimal light perception.

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Decomposing and connecting object representations in 5- to 9-year-old children's drawing behaviour

British Journal of Developmental Psychology, 2006

ABSTRACT This study aimed at specifying the content of the representational redescription (RR) pr... more ABSTRACT This study aimed at specifying the content of the representational redescription (RR) process assumed by Karmiloff-Smith (1992) with respect to the emergence of inter-representational flexibility in children&#39;s drawing behaviour. We hypothesized that the RR process included part-whole decomposition processes that are essential to the ability to produce cross-categorical drawings. We presented 5- to 9-year-old children with either a two-part (TP) or a several-part (SP) decomposition task involving a house and a man (experimental conditions) or with no such decomposition task (control condition), prior to a connection task (drawing a man-house). The results showed that connection performances were better in children who had previously decomposed the objects into two parts than in children assigned to the control group. This positive ‘priming’ effect was attributed to the activation of part-whole analysis processes that further facilitated the management of complex connections between the objects.

Implicit and explicit motor learning in children with and without Down's syndrome

British Journal of Developmental Psychology, 2008

This paper reports as tudy investigating the degree of dissociation between performance shown by ... more This paper reports as tudy investigating the degree of dissociation between performance shown by children with or without Down'ss yndrome (DS), matched on non-verbal MA-level, following an implicit or explicit learning procedure. Ta skspecific factors weretightly controlled using the same task for both modes of learning. The implicit learning task was based on the manipulation of ag raphic production principle.O ur proceduret rained participants to reverse the principle.I nt he explicit task, participants had to learn the twor ules that account for this reversed principle. Whether they weret rained implicitly or explicitly,p articipants then performed the same test in which the impact of their training was assessed. Children with DS performed as wellascontrols in the implicit learning condition. They benefited less from the explicit learning condition than controls. They appearedtobe impairedi nt he ability to recollect explicit information about the implicit training situation in comparison with controls. These results ared iscussed in the light of the current literatureo nt he implicit and explicit modes of learning, and hypotheses are formulated about specific information processes that mayb ei mpaired in individuals with DS. Agrowing body of researchhas appeared in the last yearsonthe relationships between implicit and explicit learning (e.g. Shanks, Rowland, &Ranger, 2005;Wallach &Lebiere, 2003).I mplicit learning covers all formso fu nintentional learning in which, as a consequence of repeated experience, an individual'sbehaviour becomes adapted to the structural regularities of as ituation without, at any time, being told to learna nything aboutt his situation (e.g. Perruchet &V inter,1 998; Reber,1 993). Explicit learning, by contrast, is best illustrated by situations in which rules (either grammatical, logical, or other)a re explicitly taught,p articipants being required to devote consciouse ffortt o recall them. These two modes of learning are obviously used naturallyb yh umans throughout their life. Their relevance forour adaptation to daily life justifies the study of their comparative efficiency in children, particularly in children with intellectual impairment. Indeed, the difficulties these individuals encounter in any task requiring

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Annie Vinter

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