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In this study, a personalization method (Guida, Tardieu, & Nicolas, European Journal of Cognitive Psychology, 21: 862-896 2009) was applied to a freerecall task. Fifteen pairs of words, composed of an object and a location, were presented to 93 participants, who had to mentally associate each pair and subsequently recall the objects. A 30-s delay was introduced on half of the trials, the presentation rate was manipulated (5 or 10 s per item), and verbal and visuospatial working memory tests were administered to test for their effects on the serial curve. Two groups were constituted: a personalized group, for whom the locations were well-known places on their university campus, and a nonpersonalized group, for whom the locations did not refer to known places. Since personalization putatively operationalizes long-term working memory (Ericsson & Kintsch, Psychological Review, 102: 211-245 1995)-namely, the capacity to store information reliably and rapidly in long-term memory-and if we take a dualstore approach to memory, the personalization advantage would be expected to be greater for pre-recency than for recency items. Overall, the results were compatible with long-term working memory theory. They contribute to validating the personalization method as a methodology to characterize the contribution of long-term memory storage to performance in working memory tasks.Keywords Working memory . Long-term working memory . Personalization . Free recall As has been stated by Rose, Myerson, Roediger, and Hale (2010), recent influential theories of working memory (WM) have been built around the link between long-term memory (LTM) and WM, postulating that WM is the activated portion of

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Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.