Poster de conférence
Résumé : A strong association between on the one hand short-term and working memory (STM, WM) capacities and on the other hand reading achievement is well established in children, and the former are often considered to be predictive of the latter (e.g., Gathercole & Baddeley, 1993; Martinez Perez et al., 2012). Although few studies have investigated the inverse relationship, adults who remained illiterate for socio-economic raisons display poorer STM and WM compared to literate and ex-illiterate adults (e.g., Ardila et al., 2010; Kosmidis et al., 2011). These data point to an interactive process with feedback effects from literacy on memory processes and/or representations. Therefore, our main objective is to investigate to what extent and how literacy acquisition affects memory. To this end, using both a cut-off design (comparing children of similar reading levels but different ages and children of similar ages but different reading levels) and training studies in which we will make children acquire new orthographic representations of pseudowords, we will examine, mainly in normally reading children (but also by comparing literate to illiterate adults), the various, non-mutually exclusive, mechanisms of such feedback effects. Indeed, in addition to (i) offering support from orthographic representations (Pattamadilok et al., 2010), literacy may (ii) help to develop less episodic, more abstract phonological representations; (iii) help to develop more detailed phonological representations; (v) improve chunking or other structuring processes; (v) improve serial order processing; (vi) improve executive control processes (attention, flexibility, inhibition) involved in STM and WM tasks.