Fiche de Witt Arnaud

Psychologie du développement

Maître de conférences en Psychologie (2013-…), Université de Bourgogne.

Suppléant Post-doctorant (2012-2013), Université de Genève.

Chercheur associé LEAD (2011-2013), Université de Bourgogne.

Attaché temporaire d’enseignement et de recherche (2009-2011), Université de Bourgogne.

Doctorat de Psychologie (2006-2010), LEAD, Université de Bourgogne.

“L’apprentissage implicite d’une grammaire artificielle chez l’enfant avec et sans retard mental: rôle des propriétés du matériel et influence des instructions.”

Master 2 “Analyse des fonctionnements cognitifs” (2004-2006), Université de Bourgogne.

“Apprentissage implicite des propriétés de surface d’une grammaire artificielle respectant les principes de la “neutral parameter procedure” chez l’enfant de 5 à 8 ans.”

Master 1 Psychologie du développement (2003-2004), Université de Bourgogne.

“Apprentissage implicite du SRP inverse et transfert sur une autre figure chez l’enfant de 4 à 7 ans.”

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Responsabilités pédagogiques et administratives:

– Responsable L3 Psychologie (Responsable de Mention) (2015-2020; 2021-…).

– Responsable relations internationales, département de Psychologie (2015-2019).

– Elu au Bureau de Proposition des Commissions pour la 16ème section Rang B (2016-….).

– Membre du Conseil Scientifique de l’ESPE (Ecole Supérieure du Professorat et de l’Education) (2019-….).

– Référent Handicap pour la Psychologie (2022-….).

– Président Commission Parcoursup pour la Psychologie (2022-….).

Mes thèmes de recherche portent sur l’apprentissage implicite, l’apprentissage séquentiel, le développement conceptuel, l’abstraction/le transfert et la perception haptique.

La plupart de mes travaux sont menés dans une perspective développementale et/ou pathologique.

• Stansbury, E., Witt, A., Bard, P., & Thibaut, J.-P. (2024). How children generalize novel nouns: An eye-tracking analysis of their generalization strategies. PLOS ONE.
• 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.
• Bugaiska, A., Bonin, P., & Witt, A. (2023). Do young children, like young adults, remember animates better than inanimates?. Frontiers in Psychology.
• Thibaut, J.-P., & Witt, A. (2023). Children’s generalization of novel names in comparison settings: The role of semantic distance during learning and at test. Journal of Experimental Child Psychology.
• Theurel, A., & Witt, A. (2023). Mental health, alcohol use, workplace bullying and attitude toward mental health help-seeking in French apprentices. Psychology.
• Taconnat, L., Bouazzaoui, B., Bouquet, C. , Larigauderie, P., Witt, A., & Blaye, A. (2023). Cognitive mechanisms underlying free recall in episodic memory performance across the lifespan: Testing the control/representation model. Psychological Research.
• Comblain, A., Witt, A., & Thibaut, J.-P. (2023). Développement lexical dans le cadre d’une déficience intellectuelle : le point sur la question. Psychologie Française.
• Thiebaut, G., Méot, A., Witt, A., Prokop, P., & Bonin, P. (2023). Pseudo‑contamination and memory: Is there a memory advantage for objects touched by “morphologically deviant people”?. Evolutionary Psychological Science.
• Bugaiska, A., Bonin, P., Ferreira, J., & Witt, A. (2023). Effect of perceptions of future time on implicit and explicit memory in older adults. Experimental Aging Research.
• Bugaiska, A., Witt, A., & Bonin, P. (2023). Does the sensory experience of words boost recollection in aging?. Experimental Aging Research.
• Theurel, A., Witt, A., & Shankland, R. (2022). Promoting university students’ mental health through an online multicomponent intervention during the COVID-19 pandemic. International Journal of Environmental Research and Public Health , 10442; https://doi.o.
• Frick, A., Wright, H. R. , Witt, A., & Taconnat, L. (2022). The underlying processes of episodic memory development: From a unique contribution of representation to the increasing use of semantic organization supported by cognitive control. Cognitive Development, :101217 DOI: 10.
• Cornuault, P.-H., Carpentier, L., Witt, A., Weiland, B., & Foltête, E. (2022). Fundamental tribo-mechanisms involved in the perception of textured surfaces. 7th World Tribology Congress, WTC 2022.
• Torres, J., Faucheu, J., & Witt, A. (2022). High imagery skills increase the pleasantness of visual textures regardless of valence: A matter of processing fluency ?. Forum des Jeunes Chercheurs.
• Theurel, A., & Witt, A. (2022). Identifying barriers to mental health help-seeking in French university students during the Covid-19 pandemic. Creative Education, 437-449.
• Thiebaut, G., Méot, A., Witt, A., Prokop, P., & Bonin, P. (2022). COVID-19 and memory: A novel contamination effect in memory. Evolutionary Psychology, 1-10.
• Thiebaut, G., Méot, A., Witt, A., Prokop, P., & Bonin, P. (2022). COVID-19 and memory: A novel contamination effect in memory. 63rd Annual meeting of the Psychonomic Society, Boston, USA.
• Thiebaut, G., Méot, A., Witt, A., Prokop, P. , & Bonin, P. (2021). The behavioral immune system: How does it contribute to our understanding of human behavior?. Advances in Psychology Research. Volume 144. Nova.
• Stansbury, E., Witt, A., & Thibaut, J.-P. (2021). Children’s generalization of novel relational nouns in comparison contexts: An eye tracking analysis. Proceedings of the 43th Annual Meeting of the Cognitive Science Society.
• Fančovičová, J., Prokop, P., Šramelová, D., Thiebaut, G., Méot, A., Witt, A., Bonin, P., & Medina‑Jerez, W. (2021). Does food play a prominent role in visual attention to disgusting stimuli?. Journal of Ethology.
• Thiebaut, G, Méot, A, Witt, A, Prokop, P, & Bonin, P (2021). “Touch me if you can!”: Individual differences in disease avoidance and social touch. Evolutionary Psychology.
• Witt, A., Comblain, A., & Thibaut, J.-P. (2020). Do typically and atypically developing children learn and generalize novel names similarly: The role of conceptual distance during learning and at test. Research in Developmental Disabilities.
• Stansbury, E., Witt , A., & Thibaut J.-P. (2020). Generalization of novel object names in comparison contexts in a yes-no paradigm by young children. When the rate of stimulus presentation matters.
• Faucheu, J., Weiland, B., Juganaru, M., Witt, A., & Cornuault, P.-H. (2019). Tactile aesthetics: Textures that we like or hate to touch. Acta Psychologica.
• Witt, A., & Gentaz, E. (2019). Les compétences visuelles précoces, déficiences visuelles et suppléances. Le développement du bébé de la vie fœtale à la marche. Elsevier Masson SAS.
• Stansbury, E., Witt, A., & Thibaut, J.-P. (2019). Children’s generalization of novel object names in comparison contexts: An eye tracking analysis. Proceedings of the 41th Annual Meeting of the Cognitive Science Society .
• Bonin, P., Thiebaut, G., Witt, A., & Méot, A. (2019). Contamination is “good” for your memory! Further evidence for the adaptive view of memory. Evolutionary Psychological Science.
• Weiland, B., Carpentier, L., Witt, A., & Cornuault, P.-H. (2018). Tactile perception of textured surfaces: A tribological interpretation. 4th International Conference on BioTribology.
• Weiland, B. , Witt, A., Carpentier, L., & Cornuault, P.-H. (2018). Interprétation tribologique de la perception tactile de surfaces texturées. 30èmes Journées Internationales Francophones de Tribologie (JIFT).
• 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. Proceedings of the 40th Annual Meeting of the Cognitive Science Society.
• Thibaut, J.-P., & Witt, A. (2017). Generalizing novel names in comparison settings: Role of conceptual distance during learning and at test. Proceedings of the 39th Annual Meeting of the Cognitive Science Society.
• 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.
• 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.
• Thibaut, J.-P., & Witt, A. (2015). Young children’s learning of relational categories: multiple comparisons and their cognitive constraints. Frontiers in Psychology, 643.
• Witt, A., Theurel, A., Borradori Tolsa, C., Lejeune, F., Fernandes, L., van Hanswijck de Jonge, L., Monnier, M., Bickle Graz, M., Barisnikov, K., Gentaz, E., & Hüppi, P. (2014). Emotional and effortful control abilities in 42-month-old very preterm and full-term children. Early Human Development, 565-569.
• 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.
• Theurel, A., Witt, A., Claudet, P., Hatwell, Y., & Gentaz, E. (2013). Tactile picture recognition by early blind children: The effect of illustration technique. Journal of Experimental Psychology: Applied, 233.
• 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.
• Witt, A., & Vinter, A. (2012). Artificial grammar learning in children: Abstraction of rules or sensitivity to perceptual features?. Psychological Research, 97-110.
• 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., Puspitawati, I., & Witt, A. (2010). Children’s spatial analysis of hierarchical patterns: Construction and perception. Developmental Psychology, 1621-1631.

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