Ahmed, Y., Wagner, R.K., Lopez, D., Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of Educational Psychology 106:2 (2014), 419–434, 10.1037/a0035692.
Archibald, L.M.D., Joanisse, M.F., Domain-specific and domain-general constraints on word and sequence learning. Memory & Cognition 41:2 (2013), 268–280, 10.3758/s13421-012-0259-4.
Attout, L., Majerus, S., Working memory deficits in developmental dyscalculia: The importance of serial order. Child Neuropsychology 21:4 (2015), 432–450, 10.1080/09297049.2014.922170.
Attout, L., Noël, M.P., Majerus, S., The relationship between working memory for serial order and numerical development: A longitudinal study. Developmental Psychology 50:6 (2014), 1667–1679, 10.1037/a0036496.
Binamé, F., Poncelet, M., The development of the abilities to acquire novel detailed orthographic representations and maintain them in long-term memory. Journal of Experimental Child Psychology 143 (2016), 14–33, 10.1016/j.jecp.2015.10.010.
Binamé, F., Poncelet, M., Order short-term memory capacity predicts nonword reading and spelling in first and second grade. Reading and Writing 29:1 (2016), 1–20, 10.1007/s11145-015-9577-9.
Bogaerts, L., Szmalec, A., De Maeyer, M., Page, M.P.A., Duyck, W., The involvement of long-term serial-order memory in reading development: A longitudinal study. Journal of Experimental Child Psychology 145 (2016), 139–156, 10.1016/j.jecp.2015.12.008.
Bogaerts, L., Szmalec, A., Hachmann, W.M., Page, M.P.A., Duyck, W., Linking memory and language: Evidence for a serial-order learning impairment in dyslexia. Research in Developmental Disabilities 43–44 (2015), 106–122, 10.1016/j.ridd.2015.06.012.
Bosman, A. M. T., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In Learning to spell: Research, theory, and practice across languages (pp. 173–194). Lawrence Erlbaum Associates Publishers.
Brown, G.D., Loosemore, R.P.W., Normal and dyslexic spelling: A connectionist approach. Brown, G.D., Ellis, N.C., (eds.) Handbook of spelling research: Theory, process and intervention, 1994, John Wiley, Chichester, 319–335.
Brown, G.D., Preece, T., Hulme, C., Oscillator-based memory for serial order. Psychological Review 107:1 (2000), 127–181, 10.1037/0033-295X.107.1.127.
Burgess, N., Hitch, G., Toward a network model of the articulatory loop. Journal of Memory and Language 31:4 (1992), 429–460, 10.1016/0749-596X(92)90022-P.
Burgess, N., Hitch, G., Memory for serial order: A network model of the phonological loop and its timing. Psychological Review 106:3 (1999), 551–581, 10.1037/0033-295X.106.3.551.
Burgess, N., Hitch, G., A revised model of short-term memory and long-term learning of verbal sequences. Journal of Memory and Language 55:4 (2006), 627–652, 10.1016/j.jml.2006.08.005.
Caramazza, A., Some aspects of language processing revealed through the analysis of acquired aphasia: the lexical system. Annual Review of Neuroscience 11 (1988), 395–421.
Caramazza, A., Miceli, G., The structure of graphemic representations. Cognition 37:3 (1990), 243–297.
Case, R., Kurland, D.M., Goldberg, J., Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology 33:3 (1982), 386–404, 10.1016/0022-0965(82)90054-6.
Castles, A., Rastle, K., Nation, K., Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest 19:1 (2018), 5–51, 10.1177/1529100618772271.
Couture, M., Tremblay, S., Exploring the characteristics of the visuospatial Hebb repetition effect. Memory & Cognition 34:8 (2006), 1720–1729.
Curtin, S., Manis, F.R., Seidenberg, M.S., Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing 14:5 (2001), 515–547, 10.1023/A:1011122219046.
Demoulin, C., Kolinsky, R., Does learning to read shape verbal working memory?. Psychonomic Bulletin & Review 23:3 (2016), 703–722, 10.3758/s13423-015-0956-7.
Dempster, F.N., Memory span: Sources of individual and developmental differences. Psychological Bulletin 89:1 (1981), 63–100, 10.1037/0033-2909.89.1.63.
Depoorter, A., Vandierendonck, A., Evidence for modality-independent order coding in working memory. The Quarterly Journal of Experimental Psychology 62:3 (2009), 531–549, 10.1080/17470210801995002.
Dienes, Z., Bayesian versus orthodox statistics: Which side are you on?. Perspectives on Psychological Science 6:3 (2011), 274–290.
Dienes, Z., How Bayes factors change scientific practice. Journal of Mathematical Psychology 72 (2016), 78–89.
Dunn, L.M., Dunn, L.M., Peabody picture vocabulary test–revised: Manual for forms L and M. 1981, American Guidance Service, Circle Pines, MN.
Dunn, L.M., Theriault-Whalen, C.M., Dunn, L.M., Échelle de vocabulaire en images Peabody:Adaptation française du Peabody Picture Vocabulary Test. 1993, Psycan, Toronto, Canada.
Duyck, W., Desmet, T., Verbeke, L.P.C., Brysbaert, M., WordGen: A tool for word selection and nonword generation in Dutch, English, German, and French. Behavior Research Methods, Instruments, & Computers 36:3 (2004), 488–499, 10.3758/bf03195595.
Ellis, A., Young, A., Human Cognitive Neuropsychology. 1988, Lawrence Erlbaum Associate, London.
Ellis, N., Longitudinal studies of spelling development. 1994.
Field, A. (2005). Discovering statistics using SPSS (2nd ed.): Sage Publications, Inc, Thousand Oaks, CA.
Forster, K.I., Chambers, S.M., Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior 12:6 (1973), 627–635, 10.1016/S0022-5371(73)80042-8.
Gupta, P., Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology 56A:7 (2003), 1213–1236, 10.1080/02724980343000071.
Gupta, P., MacWhinney, B., Vocabulary acquisition and verbal short-term memory: Computational and neural bases. Brain and Language 59:2 (1997), 267–333, 10.1006/brln.1997.1819.
Hachmann, W.M., Bogaerts, L., Szmalec, A., Woumans, E., Duyck, W., Job, R., Short-term memory for order but not for item information is impaired in developmental dyslexia. Annals of Dyslexia 64:2 (2014), 121–136, 10.1007/s11881-013-0089-5.
Hebb, D., Distinctive features of learning in the higher animal. Delafresnaye, J.F., (eds.) Brain mechanisms and learning, 1961, Blackwell, Oxford, UK, 37–46.
Henson, R., Short-term memory for serial order: The start–end model. Cognitive Psychology 36:2 (1998), 73–137, 10.1006/cogp.1998.0685.
Holmes, V.M., Babauta, M.L., Single or dual representations for reading and spelling?. Reading and Writing 18:3 (2005), 257–280, 10.1007/s11145-004-8129-5.
Holmes, V.M., Malone, A.M., Redenbach, H., Orthographic processing and visual sequential memory in unexpectedly poor spellers. Journal of Research in Reading 31:1 (2008), 136–156, 10.1111/j.1467-9817.2007.00364.x.
Houghton, G., Glasspool, D., & Shallice, T. (1994). Spelling and serial recall: Insights from a competitive queuing model. In G. D. Brown & A. Ellis, Handbook of spelling: Theory, process and intervention. (pp. 365–404). John Wiley.
Houghton, G., Zorzi, M., Normal and impaired spelling in a connectionist dual-route architecture. Cognitive Neuropsychology 20:2 (2003), 115–162, 10.1080/02643290242000871.
Jacquier-Roux, M., Lequette, C., Pouget, G., Valdois, S., & Zorman, M. (2010). BALE: batterie analytique du langage écrit. http://www.cognisciences.com/accueil/outils/article/bale.
Jeffreys, H., Theory of probability. 3 ed., 1961, Oxford University Press, Clarendon Press, Oxford.
Jensen, O., Lisman, J.E., Hippocampal sequence-encoding driven by a cortical multi-item working memory buffer. Trends in Neurosciences 28:2 (2005), 67–72, 10.1016/j.tins.2004.12.001.
Juel, C., Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology 80:4 (1988), 437–447, 10.1037/0022-0663.80.4.437.
Kowialiewski, B., Van Calster, L., Attout, L., Philips, C., Majerus, S., Neural patterns in linguistic cortices discriminate the content of verbal working memory. Cerebral Cortex 30:5 (2020), 2997–3014.
Kruschke, J.K., Aguinis, H., Joo, H., The time has come: Bayesian methods for data analysis in the organizational sciences. Organizational Research Methods 15:4 (2012), 722–752, 10.1177/1094428112457829.
Kwong, T.E., Varnhagen, C.K., Strategy development and learning to spell new words: Generalization of a process. Developmental Psychology 41:1 (2005), 148–159, 10.1037/0012-1649.41.1.148.
Lee, M.D., Wagenmakers, E.-J., Bayesian cognitive modeling: A practical course. 2013, New York, NY, Cambridge University Press.
Lervåg, A., Hulme, C., Predicting the growth of early spelling skills: Are there heterogeneous developmental trajectories?. Scientific Studies of Reading 14:6 (2010), 485–513, 10.1080/10888431003623488.
Loosemore, R.P.W., Brown, G.D.A., Watson, F.L., A connectionist model of alphabetic spelling development and developmental and acquired dysgraphia. Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society, 1991, New Jersey: Lawrence Erlbaum, Hillsdale, 61–66.
Love, J., Selker, R., Marsman, M., Jamil, T., Dropmann, D., Verhagen, A.J.e.a., JASP (Version 0.7) [Computer software]. https://jasp-stats.org/, 2015.
Majerus, S., Verbal short-term memory and temporary activation of language representations: The importance of distinguishing item and order information. Thorn, A., (eds.) Interactions between short-term and long-term memory in the verbal domain, 2009, NY: Psychology Press, New York, 244–276.
Majerus, S., Boukebza, C., Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm. Journal of Experimental Child Psychology 116:4 (2013), 811–828, 10.1016/j.jecp.2013.07.014.
Majerus, S., Cowan, N., The nature of verbal short-term impairment in dyslexia: The importance of serial order. Frontiers in Psychology, 7, 2016, 10.3389/fpsyg.2016.01522.
Majerus, S., Glaser, B., Van der Linden, M., Eliez, S., A multiple case study of verbal short-term memory in velo-cardio-facial syndrome. Journal of Intellectual Disability Research 50:6 (2006), 457–469.
Majerus, S., Heiligenstein, L., Gautherot, N., Poncelet, M., Van der Linden, M., Impact of auditory selective attention on verbal short-term memory and vocabulary development. Journal of Experimental Child Psychology 103:1 (2009), 66–86, 10.1016/j.jecp.2008.07.004.
Majerus, S., Poncelet, M., Elsen, B., Van der Linden, M., Exploring the relationship between new word learning and short-term memory for serial order recall, item recall, and item recognition. European Journal of Cognitive Psychology 18:6 (2006), 848–873, 10.1080/09541440500446476.
Majerus, S., Poncelet, M., Greffe, C., Van der Linden, M., 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 93:2 (2006), 95–119.
Martinez Perez, T., Majerus, S., Mahot, A., Poncelet, M., Evidence for a specific impairment of serial order short-term memory in dyslexic children. Dyslexia 18:2 (2012), 94–109, 10.1002/dys.1438.
Martinez Perez, T., Majerus, S., Poncelet, M., The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study. Journal of Experimental Child Psychology 111:4 (2012), 708–723, 10.1016/j.jecp.2011.11.007.
Martinez Perez, T., Majerus, S., Poncelet, M., Impaired short-term memory for order in adults with dyslexia. Research in Developmental Disabilities 34:7 (2013), 2211–2223, 10.1016/j.ridd.2013.04.005.
Martinez Perez, T., Poncelet, M., Salmon, E., Majerus, S., Functional alterations in order short-term memory networks in adults with dyslexia. Developmental Neuropsychology 40:7–8 (2015), 407–429 PubMed https://doi.org/10.1080/87565641.2016.1153098.
McKelvie, S.J., Learning and awareness in the Hebb digits task. Journal of General Psychology 114:1 (1987), 75–88, 10.1080/00221309.1987.9711057.
Miceli, G., Capasso, R., Caramazza, A., The interaction of lexical and sublexical processes in reading, writing and repetition. Neuropsychologia 32:3 (1994), 317–333.
Mosse, E.K., Jarrold, C., Hebb learning, verbal short-term memory, and the acquisition of phonological forms in children. Quarterly Journal of Experimental Psychology 61:4 (2008), 505–514, 10.1080/17470210701680779.
Nairne, J.S., Kelley, M.R., Separating item and order information through process dissociation. Journal of Memory and Language 50:2 (2004), 113–133, 10.1016/j.jml.2003.09.005.
New, B., Spinelli, E., Diphones-fr: A French database of diphone positional frequency. Behavior Research Methods 45:3 (2013), 758–764, 10.3758/s13428-012-0285-y.
Nithart, C., Demont, E., Metz-Lutz, M., Majerus, S., Poncelet, M., Leybaert, J., Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition. Journal of Research in Reading 34:3 (2011), 346–363, 10.1111/j.1467-9817.2009.01427.x.
Ordonez Magro, L., Attout, L., Majerus, S., Szmalec, A., Short-and long-term memory determinants of novel word form learning. Cognitive Development 47 (2018), 146–157, 10.1016/j.cogdev.2018.06.002.
Ordonez Magro, L., Majerus, S., Attout, L., Poncelet, M., Smalle, E.H.M., Szmalec, A., The contribution of serial order short-term memory and long-term learning to reading acquisition: A longitudinal study. Developmental Psychology 56:9 (2020), 1671–1683, 10.1037/dev0001043.
Peressotti, F., Grainger, J., Letter-position coding in random consonant arrays. Perception & Psychophysics 57:6 (1995), 875–890, 10.3758/BF03206802.
Peressotti, F., Grainger, J., The role of letter identity and letter position in orthographic priming. Perception & Psychophysics 61:4 (1999), 691–706, 10.3758/BF03205539.
Poirier, M., Saint-Aubin, J., Immediate serial recall, word frequency, item identity and item position. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale 50:4 (1996), 408–412, 10.1037/1196-1961.50.4.408.
Purcell, J.J., Jiang, X., Eden, G.F., Shared orthographic neuronal representations for spelling and reading. NeuroImage 147 (2017), 554–567, 10.1016/j.neuroimage.2016.12.054.
Rapcsak, S., Henry, M.L., Teague, S.L., Carnahan, S.D., Beeson, P.M., Do dual-route models accurately predict reading and spelling performance in individuals with acquired alexia and agraphia?. Neuropsychologia 45:11 (2007), 2519–2524, 10.1016/j.neuropsychologia.2007.03.019.
Rapcsak, S., Plante, E., Chargualaf, J., Chung, A., Johnson, S., Trouard, T., The neural substrates of writing: A functional magnetic resonance imaging study AU - Beeson, Pelagie. Aphasiology 17:6–7 (2003), 647–665, 10.1080/02687030344000067.
Rapp, B., Epstein, C., Tainturier, M.-J., The integration of information across lexical and sublexical processes in spelling. Cognitive Neuropsychology 19:1 (2002), 1–29, 10.1080/0264329014300060.
Rapp, B., Lipka, K., The literate brain: The relationship between spelling and reading. Journal of Cognitive Neuroscience 23:5 (2011), 1180–1197, 10.1162/jocn.2010.21507.
Romani, C., Tsouknida, E., Olson, A., Encoding order and developmental dyslexia: A family of skills predicting different orthographic components. Quarterly Journal of Experimental Psychology 68:1 (2015), 99–128, 10.1080/17470218.2014.938666.
Romani, C., Ward, J., Olson, A., Developmental surface dysgraphia: What is the underlying cognitive impairment?. The Quarterly Journal of Experimental Psychology. Human Experimental Psychology 52:1 (1999), 97–128, 10.1080/713755804.
Saint-Aubin, J., Poirier, M., Word frequency effects in immediate serial recall: Item familiarity and item co-occurrence have the same effect. Memory 13:3–4 (2005), 325–332, 10.1080/09658210344000369.
Schiller, N.O., Greenhall, J.A., Shelton, J.R., Caramazza, A., Serial order effects in spelling errors: Evidence from two dysgraphic patients. Neurocase 7:1 (2001), 1–14, 10.1093/neucas/7.1.1.
Schmalz, X., Moll, K., Mulatti, C., Schulte-Körne, G., Is statistical learning ability related to Reading ability, and if so, why?. Scientific Studies of Reading 23:1 (2019), 64–76, 10.1080/10888438.2018.1482304.
Schraeyen, K., der Elst, W.V., Geudens, A., Ghesquière, P., Sandra, D., Short-term memory problems for phonemes’ serial order in adults with dyslexia: Evidence from a different analysis of the nonword repetition task. Applied PsychoLinguistics 40:3 (2019), 613–644, 10.1017/S0142716418000759.
Schraeyen, K., Geudens, A., Ghesquière, P., der Elst, W.V., Sandra, D., Poor performance on the retention of phonemes’ serial order in short-term memory reflects young children's poor reading skills. The Mental Lexicon 12:1 (2017), 129–158, 10.1075/ml.12.1.06.
Seymour, P.H., Lexical priming and sound-to-spelling contingency effects in nonword spelling. The Quarterly Journal of Experimental Psychology Section A 40:1 (1988), 5–40, 10.1080/14640748808402280.
Shallice, T., Phonological agraphia and the lexical route in writing. Brain 104:3 (1981), 413–429.
Share, D.L., Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 55:2 (1995), 151–218, 10.1016/0010-0277(94)00645-2.
Share, D.L., Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology 87:4 (2004), 267–298, 10.1016/j.jecp.2004.01.001.
Smalle, E.H.M., Bogaerts, L., Simonis, M., Duyck, W., Page, M.P.A., Edwards, M.G., Szmalec, A., Can chunk size differences explain developmental changes in lexical learning?. Frontiers in Psychology, 6, 2016, 1925, 10.3389/fpsyg.2015.01925.
Smalle, E.H.M., Page, M.P., Duyck, W., Edwards, M., Szmalec, A., Children retain implicitly learned phonological sequences better than adults: A longitudinal study. Developmental Science, 21(5), 2018, e12634.
Smalle, E.H.M., Szmalec, A., Bogaerts, L., Page, M.P.A., Narang, V., Misra, D., Huettig, F., Literacy improves short-term serial recall of spoken verbal but not visuospatial items—Evidence from illiterate and literate adults. Cognition 185 (2019), 144–150, 10.1016/j.cognition.2019.01.012.
Staels, E., Van den Broeck, W., Order short-term memory is not impaired in dyslexia and does not affect orthographic learning. Frontiers in Human Neuroscience, 8, 2014, 732, 10.3389/fnhum.2014.00732.
Staels, E., Van den Broeck, W., No solid empirical evidence for the SOLID (serial order learning impairment) hypothesis of dyslexia. Journal of Experimental Psychology. Learning, Memory, and Cognition 41:3 (2015), 650–669, 10.1037/xlm0000054.
Szmalec, A., Duyck, W., Vandierendonck, A., Mata, A.B., Page, M.P.A., The Hebb repetition effect as a laboratory analogue of novel word learning. The Quarterly Journal of Experimental Psychology 62:3 (2009), 435–443, 10.1080/17470210802386375.
Szmalec, A., Loncke, M., Page, M.P.A., Duyck, W., Order or disorder? Impaired Hebb learning in dyslexia. Journal of Experimental Psychology. Learning, Memory, and Cognition 37:5 (2011), 1270–1279, 10.1037/a0023820.
Szmalec, A., Page, M.P.A., Duyck, W., The development of long-term lexical representations through Hebb repetition learning. Journal of Memory and Language 67:3 (2012), 342–354, 10.1016/j.jml.2012.07.001.
Tainturier, M.-J., & Rapp, B. (2001). The spelling process. In B. Rapp (Ed.), The handbook of cognitive neuropsychology: What deficits reveal about the human mind (pp. 263-289): Psychology Press, New York, NY.
Treiman, R., Bourassa, D.C., The development of spelling skill. Topics in Language Disorders 20:3 (2000), 1–18.
Treiman, R., & Cassar, M. (1997). Spelling acquisition in English. In Learning to spell: Research, theory, and practice across languages (pp. 61–80). Lawrence Erlbaum Associates Publishers.
Tubach, J.L., Boe, L.J., Un corpus de transcription phonétique. 1990, Telecom, France.
van de Schoot, R., Kaplan, D., Denissen, J., Asendorpf, J.B., Neyer, F.J., Van Aken, M.A., A gentle introduction to Bayesian analysis: Applications to developmental research. Child Development 85:3 (2014), 842–860.
van Wingerden, E., Segers, E., van Balkom, H., Verhoeven, L., Cognitive constraints on the simple view of reading: A longitudinal study in children with intellectual disabilities. Scientific Studies of Reading 22:4 (2018), 321–334, 10.1080/10888438.2018.1446435.
van Witteloostuijn, M., Boersma, P., Wijnen, F., Rispens, J., Statistical learning abilities of children with dyslexia across three experimental paradigms. PLoS One, 14(8), 2019, 10.1371/journal.pone.0220041.
Wagenmakers, E.-J., A practical solution to the pervasive problems ofp values. Psychonomic Bulletin & Review 14:5 (2007), 779–804.
Wagenmakers, E.-J., Lee, M., Lodewyckx, T., & Iverson, G. J. (2008). Bayesian versus frequentist inference. In Bayesian evaluation of informative hypotheses (pp. 181–207). Springer.
Whitney, C., How the brain encodes the order of letters in a printed word: The SERIOL model and selective literature review. Psychonomic Bulletin & Review 8:2 (2001), 221–243, 10.3758/BF03196158.
Whitney, C., Cornelissen, P., Letter-position encoding and dyslexia. Journal of Research in Reading 28 (2005), 274–301.
Ziegler, J.C., Jacobs, A.M., Stone, G.O., Statistical analysis of the bidirectional inconsistency of spelling and sound in French. Behavior Research Methods, Instruments, & Computers 28:4 (1996), 504–515, 10.3758/BF03200539.
