Alloway, T., Can interactive working memory training improving learning?. J Interact Learn Res 23 (2012), 197–207 Retrieved from http://www.editlib.org/p/36119/.
Alloway, T., Bibile, V., Lau, G., Computerized working memory training: can it lead to gains in cognitive skills in students?. Comput Hum Behav 29 (2013), 632–638.
Attout, L., Majerus, S., Working memory deficits in developmental dyscalculia: the importance of serial order. Child Neuropsychol 21 (2015), 432–450, 10.1080/09297049.2014.922170.
Attout, L., Noel, M.P., Majerus, S., The relationship between working memory for serial order and numerical development: a longitudinal study. Dev Psychol 50 (2014), 1667–1679, 10.1037/a0036496.
Attout, L., Ordonez Magro, L., Szmalec, A., et al. The developmental neural substrates of item and serial order components of verbal working memory. Hum Brain Mapp 40 (2019), 1541–1553.
Baddeley, A.D., Hitch, G.J., Working memory. Bower, G.H., (eds.) The psychology of learning and motivation, 1974, Academic Press, San Diego, CA, 47–90.
Barrouillet, P., Bernardin, S., Camos, V., Time constraints and resource sharing in adults’ working memory spans. J Exp Psychol Gen 133 (2004), 83–100.
Brock, J., Jarrold, C., Serial order reconstruction in Down syndrome: evidence for a selective deficit in verbal short-term memory. J Child Psychol Psychiatry 46 (2005), 304–316, 10.1111/j.1469-7610.2004.00352.x.
Brydges, C.R., Fox, A.M., Reid, C.L., et al. The differentiation of executive functions in middle and late childhood: a longitudinal latent-variable analysis. Dermatol Int 47 (2014), 34–43, 10.1016/j.intell.2014.08.010.
Cardoso, C.O., Dias, N., Senger, J., et al. Neuropsychological stimulation of executive functions in children with typical development: a systematic review. Appl Neuropsychol Child 7 (2018), 61–81, 10.1080/21622965.2016.1241950.
Catroppa, C., Stone, K., Hearps, S.J.C., et al. Evaluation of an attention and memory intervention post-childhood acquired brain injury: preliminary efficacy, immediate and 6 months post-intervention. Brain Inj 29 (2015), 1317–1324, 10.3109/02699052.2015.1043345.
Chee, M.W.L., Soon, C.S., Lee, H.L., et al. Left insula activation: a marker for language attainment in bilinguals. PNAS 101 (2004), 15265–15270.
Closset, A., Majerus, S., Rééducation de la mémoire phonologique à court terme: application chez une enfant de 10 ans. Aubin, G., Coyette, F., Pradat-Diehl, P., Vallat-Azouvi, C., (eds.) Neuropsychologie de la mémoire de travail, 2007, Solal, Marseille, 323–349.
Constantinidis, C., Klingberg, T., The neuroscience of working memory capacity and training. Nat Rev Neurosci 17 (2016), 438–449, 10.1038/nrn.2016.43.
Corbetta, M., Shulman, G.L., Control of goal-directed and stimulus-driven attention in the brain. Nat Rev Neurosci 3 (2002), 201–215.
Cortese, S., Ferrin, M., Brandeis, D., et al. Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. J Am Acad Child Adolesc Psychiatry 54 (2015), 164–174, 10.1016/j.jaac.2014.12.010.
Cowan, N., Elliott, E.M., Saults, J.S., et al. On the capacity of attention: its estimation and its role in working memory and cognitive aptitudes. Cogn Psychol 51 (2005), 42–100.
Diamond, A., Lee, K., Interventions shown to aid executive function development in children 4 to 12 years old. Science (New York, N.Y.) 333 (2011), 959–964, 10.1126/science.1204529.
Duncan, J., Disorganization of behaviour after frontal lobe damage. Cogn Neuropsychol 3 (1986), 271–290.
Emrich, S., Riggall, A.C., LaRocque, J.J., et al. Distributed patterns of activity in sensory cortex reflect the precision of multiple items maintained in visual short-term memory. J Neurosci 33 (2013), 6516–6523.
Eve, M., O'Keeffe, F., Jhuty, S., et al. Computerized working-memory training for children following arterial ischemic stroke: a pilot study with long-term follow-up. Appl Neuropsychol Child 5 (2016), 273–282, 10.1080/21622965.2015.1055563.
Fiebach, C.J., Friederici, A.D., Smith, E.E., et al. Lateral inferotemporal cortex maintains conceptual–semantic representations in verbal working memory. J Cogn Neurosci 19 (2007), 2035–2049.
Hendriksen, C.M., van den Broek, T.M., Amat-c manual and workbook. 1996, Swets and Zeitlinger, Lisse.
Hitchcock, C., Westwell, M.S., A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges. J Child Psychol Psychiatry 58 (2017), 140–150, 10.1111/jcpp.12638.
Holmes, J., Butterfield, S., Cormack, F., et al. Improving working memory in children with low language abilities. Front Psychol, 6, 2015, 519, 10.3389/fpsyg.2015.00519.
Hulme, C., Maughan, S., Brown, G.D., Memory for familiar and unfamiliar words: evidence for a long-term memory contribution to short-term memory span. J Mem Lang 30 (1991), 685–701.
Jaeggi, S.M., Buschkuehl, M., Jonides, J., et al. Short-and long-term benefits of cognitive training. Proc Natl Acad Sci U S A 108 (2011), 46–60, 10.1073/pnas.1103228108.
Kirk, H., Gray, K., Ellis, K., et al. Impact of attention training on academic achievement, executive functioning, and behavior: a randomized controlled trial. Am J Intellect Dev Disabil 122 (2017), 97–117, 10.1352/1944-7558-122.2.97.
Klingberg, T., Forssberg, H., Westerberg, H., Training of working memory in children with ADHD. J Clin Exp Neuropsychol 24 (2002), 781–791, 10.1076/jcen.24.6.781.8395.
Krasny-Pacini, A., Evans, J., Single-case experimental designs to assess intervention effectiveness in rehabilitation: a practical guide. Ann Phys Rehabil Med, 2018, 10.1016/j.rehab.2017.12.002.
Krasny-Pacini, A., Limond, J., Evans, J., et al. Context-sensitive Goal Management Training for everyday executive dysfunction in children after severe traumatic brain injury. J Head Trauma Rehabil 29 (2014), E49–E64, 10.1097/HTR.0000000000000015.
Kurowski, B.G., Wade, S.L., Kirkwood, M.W., et al. Long-term benefits of an early online problem-solving intervention for executive dysfunction after traumatic brain injury in children: a randomized clinical trial. JAMA Pediatr 168 (2014), 523–531, 10.1001/jamapediatrics.2013.5070.
Lane, J.D., Gast, D.L., Visual analysis in single case experimental design studies: brief review and guidelines. Neuropsychol Rehabil 24 (2014), 445–463, 10.1080/09602011.2013.815636.
Lashley, K., The problem of serial order in behavior. Jeffress, L., (eds.) Cerebral mechanisms in behavior, 1951, Wiley, New York, 112–136.
Leclercq, A.L., Majerus, S., Serial order short-term memory predicts vocabulary development: evidence from a longitudinal study. Dev Psychol 46 (2010), 417–427.
Lee, C.L., Estes, W.K., Item and order information in short-term memory: evidence for multilevel perturbation processes. J Exp Psychol Hum Learn Mem 7 (1981), 149–169.
Levine, B., Robertson, I.H., Clare, L., et al. Rehabilitation of executive functioning: an experimental-clinical validation of goal management training. J Int Neuropsychol Soc 6 (2000), 299–312, 10.1017/S1355617700633052.
Ludyga, S., Brand, S., Gerber, M., et al. An event-related potential investigation of the acute effects of aerobic and coordinative exercise on inhibitory control in children with ADHD. Dev Cogn Neurosci 28 (2017), 21–28, 10.1016/j.dcn.2017.10.007.
Luria, A., The higher cortical functions in man. 1966, Basic Books, New York.
Majerus, S., Verbal short-term memory and temporary activation of language representations: the importance of distinguishing item and order information. Thorn, A.S., Page, M., (eds.) Interactions between short-term and long-term memory in the verbal domain, 2009, Psychology Press, Hove, UK, 244–276.
Majerus, S., Language repetition and short-term memory: an integrative framework. Front Hum Neurosci, 7, 2013, 10.3389/fnhum.2013.00357.
Majerus, S., Working memory treatment in aphasia: a theoretical and quantitative review. J Neurolinguistics 48 (2018), 157–175, 10.1016/j.jneuroling.2017.12.001 (in press).
Majerus, S., Cowan, N., The nature of verbal short-term impairment in dyslexia: the importance of serial order. Front Psychol, 7, 2016, 1522, 10.3389/fpsyg.2016.01522.
Majerus, S., Van der Linden, M., The development of long-term memory effects on verbal short-term memory: a replication study. Br J Dev Psychol 21 (2003), 303–310.
Majerus, S., Van der Linden, M., Braissand, V., et al. Verbal short-term memory in children and adults with a chromosome 22q11.2 deletion. A specific deficit in serial order retention capacities?. Am J Ment Retard 112 (2007), 79–93.
Majerus, S., Heiligenstein, L., Gautherot, N., et al. The impact of auditory selective attention on verbal short-term memory and vocabulary development. J Exp Child Psychol 103 (2009), 66–86.
Majerus, S., D'Argembeau, A., Martinez Perez, T., et al. The commonality of neural networks for verbal and visual short-term memory. J Cogn Neurosci 22 (2010), 2570–2593, 10.1162/jocn.2009.21378.
Majerus, S., Attout, L., D'Argembeau, A., et al. Attention supports verbal short-term memory via competition between dorsal and ventral attention networks. Cereb Cortex 22 (2012), 1086–1097 Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84860163150&partnerID=40&md5=b0ab3dbfaca6984f70cb9eff98c49558.
Mak, C., Whittingham, K., Cunnington, R., et al. Efficacy of mindfulness-based interventions for attention and executive function in children and adolescents—a systematic review. Mind 9 (2018), 59–78, 10.1007/s12671-017-0770-6.
Martinez Perez, T., Majerus, S., Mahot, A., et al. Evidence for a specific impairment of serial order short-term memory in dyslexic children. Dyslexia 18 (2012), 94–109, 10.1002/dys.1438.
Martinez, P.T., Majerus, S., Poncelet, M., The contribution of short-term memory for serial order to early reading acquisition: evidence from a longitudinal study. J Exp Child Psychol 111 (2012), 708–723.
McKune, A.J., Pautz, J., Lomjbard, J., Behavioural response to exercise in children with attention-deficit/hyperactivity disorder. S Afr J Sports Med 15 (2003), 17–21.
Melby-Lervag, M., Redick, T.S., Hulme, C., Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: evidence from a meta-analytic review. Perspect Psychol Sci 11 (2016), 512–534, 10.1177/1745691616635612.
Miyake, A., Friedman, N.P., Emerson, M.J., et al. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cogn Psychol 41 (2000), 49–100.
Ng, Q.X., Ho, C.Y.X., Chan, H.W., et al. Managing childhood and adolescent attention-deficit/hyperactivity disorder (ADHD) with exercise: a systematic review. Complement Ther Med 34 (2017), 123–128.
Ordonez Magro, L., Attout, L., Majerus, S., et al. Short-and long-term memory determinants of novel word form learning. Cogn Dev 47 (2018), 146–157.
Paananen, M.A., Aro, T., Närhi, V., et al. Group-based intervention on attention and executive functions in the school context. Educ Psychol, 2017, 10.1080/01443410.2017.1407407.
Phillips, N.L., Mandalis, A., Benson, S., et al. Computerized working memory training for children with moderate to severe traumatic brain injury: a double-blind, randomized, placebo-controlled trial. J Neurotrauma 33 (2016), 2097–2104.
Piovesana, A., Ross, S., Lloyd, O., et al. Randomized controlled trial of a web-based multi-modal therapy program for executive functioning in children and adolescents with unilateral cerebral palsy. Disabil Rehabil 39 (2017), 2021–2028, 10.1080/09638288.2016.1213899.
Protzko, J., Raising IQ among school-aged children: five meta-analyses and a review of randomized controlled trials. Dev. Rev., 2017, 10.1016/j.dr.2017.05.001.
Salis, C., Hwang, F., Howard, D., et al. Short-term and working memory treatments for improving sentence comprehension in aphasia: a review and a replication study. Semin Speech Lang 38 (2017), 29–39, 10.1055/s-0036-1597262.
Schwartz, F., Espinat-Duclos, J., Léone, J., et al. Impaired neural processing of transitive relations in children with math learning difficulty. Hum Brain Mapp 20 (2018), 1255–1265.
Shallice, T., From neuropsychology to mental structure. 1988, Cambridge University Press, New York.
Shrubsole, K., Worrall, L., Power, E., et al. Recommendations for post-stroke aphasia rehabilitation: an updated systematic review and evaluation of clinical practice guidelines. Aphasiology 31 (2017), 1–24.
Swanson, H.L., Kehler, P., Jerman, O., Working memory, strategy knowledge, and strategy instruction in children with reading disabilities. J Learn Disabil 43 (2010), 24–47, 10.1177/0022219409338743.
Tlustos, S.J., Kirkwood, M.W., Taylor, H.G., et al. A randomized problem-solving trial for adolescent brain injury: changes in social competence. Rehabil Psychol 61 (2016), 347–357, 10.1037/rep0000098.
Todd, J.J., Marois, R., Capacity limit of visual short-term memory in human posterior parietal cortex. Nature 428 (2004), 751–754.
Vallat-Azouvi, C., Pradat-Diehl, P., Azouvi, P., Modularity in rehabilitation of working memory: a single-case study. Neuropsychol Rehabil 24 (2014), 220–237, 10.1080/09602011.2014.881294.
van der Donk, M., Hiemstra-Beernink, A.C., Tjeenk-Kalff, A., et al. Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and ‘paying attention in class’. Front Psychol, 6, 2015, 10.3389/fpsyg.2015.01081.
von Bastian, C., Oberauer, K., Effects and mechanisms of working memory training: a review. Psychol Res 78 (2014), 803–820, 10.1007/s00426-013-0524-6.
Wade, S.L., Walz, N.C., Carey, J., et al. A randomized trial of teen online problem solving for improving executive function deficits following pediatric traumatic brain injury. J Head Trauma Rehabil 25 (2010), 409–415, 10.1097/HTR.0b013e3181fb900d.
