The aim of this research is to investigate via a phonological/lexical updating task how different associations (less or more frequent) are updated in working memory. We used a task devised for adults and then adapted to children; at both ages, it was demonstrated that long-term associations modulate the updating process. On the one hand, strong associations are dismantled and updated with greater difficulty (longer RTs), and on the other hand, that strong associations are activated more easily (shorter RTs). We investigated also in atypical groups, such as children with Developmental Dyslexia the effects of phonological disruption during updating, a mechanism that is overall preserved but at more fine-grained manipulation reveals specific impairments.