Attout, L., Van der Kaa, M. A., George, M., & Majerus, S. (2012). Dissociating short-term memory and language impairment: The importance of item and serial order information. Aphasiology, 26, 355-382. doi:10.1080/02687038.2011.604303
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47-90). New York, NY: Academic Press.
Brown, G. D. A., Preece, T., & Hulme, C. (2000). Oscillator-based memory for serial order. Psychological Review, 107, 127-181. doi:10.1037/ 0033-295X.107.1.127
Bugden, S., Price, G. R., McLean, D. A., & Ansari, D. (2012). The role of the left intraparietal sulcus in the relationship between symbolic number processing and children's arithmetic competence. Developmental Cognitive Neuroscience, 2, 448-457. doi:10.1016/j.dcn.2012.04.001
Bull, R., & Johnston, R. S. (1997). Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65, 1-24. doi: 10.1006/jecp.1996.2358
Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273-293. doi:10.1207/ S15326942DN1903_3
Colomé, À., & Noël, M. P. (2012). One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers. Journal of Experimental Child Psychology, 113, 233-247. doi:10.1016/j.jecp.2012.03.005
Cowan, N. (1995). Attention and memory: An integrated framework. Oxford, England: Oxford University Press.
Cowan, N., & Kail, R. (1996). Covert processes and their development in short-term memory. In S. E. Gathercole (Ed.), Models of short-term memory (pp. 29-50). Hove, England: Erlbaum
Cowan, N., Keller, T. A., Hulme, C., Roodenrys, S., McDougall, S., & Rack, J. (1994). Verbal memory span in children: Speech timing clues to the mechanisms underlying age and word length effects. Journal of Memory and Language, 33, 234-250. doi:10.1006/jmla.1994.1012
Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371-396. doi:10.1037/0096-3445.122.3.371
De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B., & Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology, 103, 186-201. doi:10.1016/j.jecp.2009.01.004
De Smedt, B., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology, 103, 469-479. doi:10.1016/j.jecp.2009.01.010
De Vos, T. (1992). Tempo-Test-Rekenen. Test voor het vaststellen van het rekenvaardigheidsniveau der elementaire bewerkingen (automatisering) voor het basis en voortgezet onderwijs. Handleiding [Test for determining the numeracy level of elementary operations (automation) for primary and secondary education. Manual]. Nijmegen, the Netherlands: Berkhout.
Dunn, L. M., Theriault-Whalen, C. M., & Dunn, L. M. (1993). Échelle de vocabulaire en images Peabody: Adaptation française du Peabody Picture Vocabulary Test [French adaptation of the Peabody Picture Vocabulary Test]. Toronto, Ontario, Canada: Psycan.
Fias, W., Lammertyn, J., Caessens, B., & Orban, G. A. (2007). Processing of abstract ordinal knowledge in the horizontal segment of the intraparietal sulcus. Journal of Neuroscience, 27, 8952-8956. doi:10.1523/ JNEUROSCI.2076-07.2007
Franklin, M. S., Jonides, J., & Smith, E. E. (2009). Processing of order information for numbers and months. Memory & Cognition, 37, 644- 654. doi:10.3758/MC.37.5.644
Gathercole, S. E., Adams, A. M., & Hitch, G. J. (1994). Do young children rehearse? An individual-differences analysis. Memory & Cognition, 22, 201-207. doi:10.3758/BF03208891
Gathercole, S. E., Frankish, C. R., Pickering, S. J., & Peaker, S. (1999). Phonotactic influences on short-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 84-95. doi:10.1037/ 0278-7393.25.1.84
Gathercole, S. E., & Pickering, S. J. (2000a). Assessment of working memory in six- and seven-year-old children. Journal of Educational Psychology, 92, 377-390. doi:10.1037/0022-0663.92.2.377
Gathercole, S. E., & Pickering, S. J. (2000b). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177-194. doi: 10.1348/000709900158047
Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236-263. doi:10.1006/jecp.2000.2561
Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359. doi:10.1111/j.1467-8624.2007.01069.x
Gracia-Bafalluy, M., & Noël, M. P. (2008). Does finger training increase young children's numerical performance? Cortex, 44, 368-375. doi: 10.1016/j.cortex.2007.08.020
Gupta, P. (2003). Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. The Quarterly Journal of Experimental Psychology Section A, 56, 1213-1236. doi: 10.1080/02724980343000071
Gupta, P., & MacWhinney, B. (1997). Vocabulary acquisition and verbal short-term memory: Computational and neural bases. Brain and Language, 59, 267-333. doi:10.1006/brln.1997.1819
Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79, 192-227. doi:10.1006/jecp.2000.2586
Henson, R. N. A. (1999). Positional information in short-term memory: Relative or absolute? Memory & Cognition, 27, 915-927. doi:10.3758/ BF03198544
Henson, R. N. A., Hartley, T., Burgess, N., Hitch, G., & Flude, B. (2003). Selective interference with verbal short-term memory for serial order information: A new paradigm and tests of a timing-signal hypothesis. Quarterly Journal of Experimental Psychology, 56A, 1307-1334. doi: 10.1080/02724980244000747
Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children's mathematics achievement. Journal of Experimental Child Psychology, 103, 17-29. doi:10.1016/j.jecp.2008.04.001
Holmes, J., & Adams, J. W. (2006). Working memory and children's mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26, 339-366. doi: 10.1080/01443410500341056
Holmes, J., Adams, J. W., & Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children's mathematical skills. European Journal of Cognitive Psychology, 20, 272-289. doi: 10.1080/09541440701612702
Jarvis, H. L., & Gathercole, S. E. (2003). Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20, 123-140.
Jou, J., & Aldridge, J. W. (1999). Memory representation of alphabetic position and interval information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 680-701. doi:10.1037/0278- 7393.25.3.680
Kaufmann, L., Vogel, S., Starke, M., Kremser, C., & Schocke, M. (2009). Numerical and non-numerical ordinality processing in children with and without developmental dyscalculia: Evidence from fMRI. Cognitive Development, 24, 486-494. doi:10.1016/j.cogdev.2009.09.001
Kucian, K., Loenneker, T., Martin, E., & von Aster, M. (2011). Nonsymbolic numerical distance effect in children with and without developmental dyscalculia: A parametric fMRI study. Developmental Neuropsychology, 36, 741-762. doi:10.1080/87565641.2010.549867
Leclercq, A. L., & Majerus, S. (2010). Serial-order short-term memory predicts vocabulary development: Evidence from a longitudinal study. Developmental Psychology, 46, 417-427. doi:10.1037/a0018540
Lee, C. L., & Estes, W. K. (1981). Item and order information in short-term memory: Evidence for multilevel perturbation processes. Journal of Experimental Psychology: Human Learning and Memory, 7, 149-169. doi:10.1037/0278-7393.7.3.149
LeFevre, J.-A., Berrigan, L., Vendetti, C., Kamawar, D., Bisanz, J., Skwarchuk, S.-L., & Smith-Chant, B. L. (2013). The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4. Journal of Experimental Child Psychology, 114, 243-261. doi:10.1016/j.jecp.2012.10.005
Lyons, I. M., & Ansari, D. (2009). The cerebral basis of mapping nonsymbolic numerical quantities onto abstract symbols: An fMRI training study. Journal of Cognitive Neuroscience, 21, 1720-1735.
Lyons, I. M., & Beilock, S. L. (2009). Beyond quantity: Individual differences in working memory and the ordinal understanding of numerical symbols. Cognition, 113, 189-204. doi:10.1016/j.cognition.2009.08.003
Lyons, I. M., & Beilock, S. L. (2011). Numerical ordering ability mediates the relation between number-sense and arithmetic competence. Cognition, 121, 256-261. doi:10.1016/j.cognition.2011.07.009
Lyons, I. M., & Beilock, S. L. (2013). Ordinality and the nature of symbolic numbers. Journal of Neuroscience, 33, 17052-17061. doi: 10.1523/JNEUROSCI.1775-13.2013
Majerus, S., Bastin, C., Poncelet, M., Van der Linden, M., Salmon, E., Collette, F., & Maquet, P. (2007). Short-term memory and the left intraparietal sulcus: Focus of attention? Further evidence from a face short-term memory paradigm. NeuroImage, 35, 353-367. doi:10.1016/j .neuroimage.2006.12.008
Majerus, S., & Boukebza, C. (2013). Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm. Journal of Experimental Child Psychology, 116, 811-828. doi:10.1016/j.jecp.2013.07.014
Majerus, S., D'Argembeau, A., Martinez Perez, T., Belayachi, S., Van der Linden, M., Collette, F., . . . Maquet, P. (2010). The commonality of neural networks for verbal and visual short-term memory. Journal of Cognitive Neuroscience, 22, 2570-2593. doi:10.1162/jocn.2009.21378
Majerus, S., Heiligenstein, L., Gautherot, N., Poncelet, M., & Linden, M. (2009). Impact of auditory selective attention on verbal short-term memory and vocabulary development. Journal of Experimental Child Psychology, 103, 66-86. doi:10.1016/j.jecp.2008.07.004
Majerus, S., Poncelet, M., Greffe, C., & Van der Linden, M. (2006). Relations between vocabulary development and verbal short-term memory: The relative importance of short-term memory for serial order and item information. Journal of Experimental Child Psychology, 93, 95- 119. doi:10.1016/j.jecp.2005.07.005
Majerus, S., Poncelet, M., Van der Linden, M., Albouy, G., Salmon, E., Sterpenich, V., . . . Maquet, P. (2006). The left intraparietal sulcus and verbal short-term memory: Focus of attention or serial order? NeuroImage, 32, 880-891. doi:10.1016/j.neuroimage.2006.03.048
Majerus, S., Van der Linden, M., Mulder, L., Meulemans, T., & Peters, F. (2004). Verbal short-term memory reflects the sublexical organization of the phonological language network: Evidence from an incidental phonotactic learning paradigm. Journal of Memory and Language, 51, 297-306. doi:10.1016/j.jml.2004.05.002
Marshuetz, C., Smith, E., Jonides, J., DeGutis, J., & Chenevert, T. (2000). Order information in working memory: FMRI evidence for parietal and prefrontal mechanisms. Journal of Cognitive Neuroscience, 12, 130- 144. doi:10.1162/08989290051137459
Martinez Perez, T., Majerus, S., & Poncelet, M. (2012). The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 111, 708-723. doi:10.1016/j.jecp.2011.11.007
Miller, K., Major, S. M., Shu, H., & Zhang, H. (2000). Ordinal knowledge: Number names and number concepts in Chinese and English. Canadian Journal of Experimental Psychology, 54, 129-140. doi:10.1037/h0087335
Moyer, R. S., & Landauer, T. K. (1967). Time required for judgments of numerical inequality. Nature, 215, 1519-1520. doi:10.1038/2151519a0
Nairne, J., & Kelley, M. (2004). Separating item and order information through process dissociation. Journal of Memory and Language, 50, 113-133. doi:10.1016/j.jml.2003.09.005
Noël, M. P. (2009). Counting on working memory when learning to count and to add: A preschool study. Developmental Psychology, 45, 1630- 1643. doi:10.1037/a0016224
Noël, M. P., Seron, X., & Trovarelli, F. (2004). Working memory as a predictor of addition skills and addition strategies in children. Current Psychology of Cognition, 22, 3-25.
Page, M. P. A., & Norris, D. (1998). The primacy model: A new model of immediate serial recall. Psychological Review, 105, 761-781. doi: 10.1037/0033-295X.105.4.761-781
Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22, 165-184. doi: 10.1016/j.cogdev.2006.09.001
Poirier, M., & Saint-Aubin, J. (1995). Memory for related and unrelated words: Further evidence on the influence of semantic factors in immediate serial recall. The Quarterly Journal of Experimental Psychology Section A, 48, 384-404. doi:10.1080/14640749508401396
Raven, J., Court, J. H., & Raven, J. (1998). Colored Progressive Matrices. Oxford, England: Oxford Psychologists Press.
Rubinsten, O., & Sury, D. (2011). Processing ordinality and quantity: The case of developmental dyscalculia. PLoS ONE, 6, e24079. doi:10.1371/ journal.pone.0024079
Rubinsten, O., Sury, D., Lavro, D., & Berger, A. (2013). Processing ordinality and quantity: ERP evidence of separate mechanisms. Brain and Cognition, 82, 201-212. doi:10.1016/j.bandc.2013.04.008
Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime user's guide. Pittsburgh, PA: Psychology Software Tools.
Smyth, M. M., Hay, D. C., Hitch, G. J., & Horton, N. J. (2005). Serial position memory in the visual-spatial domain: Reconstructing sequences of unfamiliar faces. The Quarterly Journal of Experimental Psychology Section A, 58, 909-930. doi:10.1080/02724980443000412
Sury, D., & Rubinsten, O. (2012). Ordinal processing of numerical and non-numerical information. In Z. Breznitz, O. Rubinsten, V. J. Molfese, & D. L. Molfese (Eds.), Reading, writing, mathematics and the developing brain: Listening to many voices (pp. 209-232). New York, NY: Springer.
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96, 471-491. doi:10.1037/0022-0663.96.3.471
Swanson, H. L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151-168. doi:10.1016/j.intell.2006.07.001
Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York, NY: HarperCollins.
Turconi, E., Campbell, J. I. D., & Seron, X. (2006). Numerical order and quantity processing in number comparison. Cognition, 98, 273-285. doi:10.1016/j.cognition.2004.12.002
Turconi, E., Jemel, B., Rossion, B., & Seron, X. (2004). Electrophysiological evidence for differential processing of numerical quantity and order in humans. Cognitive Brain Research, 21, 22-38. doi:10.1016/j .cogbrainres.2004.05.003
van Dijck, J. P., & Fias, W. (2011). A working memory account for spatial-numerical associations. Cognition, 119, 114-119. doi:10.1016/j .cognition.2010.12.013