Auditory Memory: Importance, Test, Overcoming Deficits

Auditory memory involves being able to take in information that is presented orally, process that information, store it in one's mind and then recall what one ... Skiptocontent Home Products&Services SuccessStories Resources Dyslexia Dyscalculia CognitiveSkills ReadingandLearningResearch EdubloxExplained EdubloxResearch TopSuccessStories AllArticles About AboutUs ContactUs Menu Home Products&Services SuccessStories Resources Dyslexia Dyscalculia CognitiveSkills ReadingandLearningResearch EdubloxExplained EdubloxResearch TopSuccessStories AllArticles About AboutUs ContactUs SignIn FreeConsultation Register AuditoryMemory:Importance,Test,OvercomingDeficits CognitiveSkillsandStudyMethods SusanduPlessis July8,2021 Tableofcontents: IntroductionWhatisauditorymemory?WhyauditorymemorymattersTestyourchild’sauditorymemoryHowEdubloxcanhelp Introduction Memoryistheprocessbywhichknowledgeisencoded,stored,andlaterretrieved.Althoughthewordmemorymayconjureupanimageofasingular,“all-or-none”process,itisclearthattherearemanykindsofmemory,eachofwhichmaybesomewhatindependentoftheothers. Whatisauditorymemory? Auditorymemoryinvolvesbeingabletotakeininformationthatispresentedorally,processthatinformation,storeitinone’smindandthenrecallwhatonehasheard.Basically,itinvolvestheskillsofattending,listening,processing,storing,andrecalling. Thefrustrationoftalkingtochildrenwhereinformationgoes“inoneearandouttheother”isfamiliartoteachersandparents.Butforchildrenwithpoorauditorymemory,thisstatementisprettyclosetothetruth,andthisweaknesscanhaveseriousconsequencesintherealmoflearning. Whyauditorymemorymatters Ifachildstruggleswithauditorymemory,theymayfinditdifficulttofollowinstructionsandpayattention.Becausechildrenwithauditorymemoryweaknessespickuponlybitsandpiecesofwhatisbeingsaidinclass,theymakesenseofonlyalittleofwhatissaidbytheteacher.Afterward,theycanrecallonlyasmallamountornoneofwhatwassaid. Studentswithauditorymemorydeficiencieswilloftenexperiencedifficultydevelopingagoodunderstandingofwords,rememberingtermsandinformationthathavebeenpresentedorally,forexample,inhistoryandscienceclasses. AstudybyTiroshandCohen(1998)foundthatauditoryshort-termmemorywassignificantlyrelatedtoADHD andlanguageproblems.Riccioandteam(2007)comparedthelearningandmemoryinchildrenwithSpecificLanguageImpairment(SLI)to30normallyfunctioningchildrenontheChildren’sMemoryScale.ResultsindicatedthatchildrenintheSLIgroupexhibitedsignificantlylowerscoresonauditoryindicesandsubtestsrelativetothecontrolgroup.Incontrast,nobetween-groupdifferencesemergedforthevisualindicesandsubtests. Auditorymemoryalsoplaysacrucialroleinliteracy:itisoneareaofauditoryprocessingthatdirectlyimpactsreading,spelling,writing,andmathskills.KurdekandSinclair(2001)measuredauditorymemoryinkindergartenersandfoundreadinessinauditorymemorypredictedlaterreadingachievementaswellasmathematicsachievementinfourthgrade. Childrenwithpoorauditorymemoryskillsmaystruggletorecognizesoundsandmatchthemtoletters–acommonsymptomofareadingdisabilityordyslexia. ResearchbyPlazaetal.(2002)foundthatdyslexicchildrenexhibitedasignificantdeficitintasksinvolvingauditorymemoryskills(digitspan,unfamiliarwordrepetition,sentencerepetition)comparedwiththeirage-mates.Weissetal.(2014)testeddyslexicandnon-dyslexicmusiciansonauditoryprocessingandauditorymemory.Dyslexicmusiciansscoredaswellastheirnon-dyslexiccounterpartsinauditoryprocessingtasksandbetterthanthegeneralpopulation,butperformedmuchworseontestsofauditoryworkingmemory,includingmemoryforrhythm,melody,andspeechsounds.Moreover,theseabilitieswereintercorrelatedandhighlycorrelatedwiththeirreadingaccuracy,whichmeansthatthedyslexicmusicianswiththepoorestauditoryworkingmemorytendedtohavethelowestreadingaccuracy. “Auditorymemoryisprobablythemostprevalentbutmostoftenoverlookedlearningskilldeficiency,”sayseducationaltherapistAddieCusimano(2010).“Throughoutmyyearsoftesting,Ihavefoundahigherpercentageofstudentswithweaknessesintheauditorymemoryareasthananyotherlearningskillarea,evenamongthosestudentswhomwewouldnotclassifyaslearningdisabled.Inaddition,mostchildrenwhohaveattentiondeficitdisordersand/orhyperactivityhaveseriousauditorymemorydeficiencies.Thesechildrenaredesperatelyinneedofremediationintheauditoryskillareas.” Testyourchild’sauditorymemory Digitspanisastandardmeasureofshort-termmemory,i.e.thenumberofdigitsapersoncanabsorbandrecallincorrectserialorderafterhearingthemorseeingthem.Asisusualinshort-termmemorytasks,thepersonhastorememberasmallamountofinformationforarelativelyshorttime,andtheorderofrecallisimportant. Totesttheauditorydigitspanofachild,saynumbersslowlyinone-secondintervals,inamonotonevoice.Say,forexample,6-1-5-8andhavethechildrepeatitback.Ifhecan,thensay9-2-4-7-5.Thechildmustbeabletorepeata4-digitsequencebackcorrectly75%ofthetimeonthefirsttrytobeconsideredatashort-termmemoryof4,anditisthesameforeachhigherdigit. Atwo-year-oldshouldhaveashort-termmemoryof2,athree-year-oldof3,afour-year-oldof4,etcetera,uptosevenyearsold.Theaverageinoursocietyforaseven-year-oldtoadultis7. AccordingtoneurodevelopmentalistCyndiRingoen,tobegintoutilizephonicsbeyondmemorizingafewindividualsounds,achildmusthaveanauditorydigitspancloseto6.Ifachild’sdigitspanisbelow6,youwillseeachild,dependingonhowmanydrillstheyhavehad,whocansayallthesoundsofthephonemes,andpossiblyputafewtogetherintowords,butattheendofthesentenceorparagraphcannotunderstandwhattheyhavejustread. HowEdubloxcanhelp Edubloxspecializesineducationalinterventionsthatmakechildrensmarter,helpthemlearnandreadfaster,anddomathwithease.Ourprogramsenablelearnersto overcomereadingdifficultiesandotherlearningobstacles,assistingthemtobecome life-longlearners andempoweringthemto realizetheirhighesteducationalgoals. Edubloxisgroundedinpedagogicalresearchand30+yearsofexperiencedemonstratingthatweakunderlyingcognitiveskillsaccountforthemajorityoflearningdifficulties.Underlyingcognitiveskillsincludeauditorymemory.Specificcognitiveexercisescanstrengthentheseweaknessesleadingtoincreasedperformanceinreading,spelling,writing,math,andlearning. Inarecentstudy,642nd-gradestudentsataninner-cityschoolweredividedintothreegroups:group1consistedof22studentswhodidEdubloxOnlineTutor(DevelopmentTutor)for28hoursoveraperiodofthreeweeks,whilegroup2consistedof21whoplayedcomputergames,andtherestcontinuedwithschool.TheTestofAuditoryProcessingSkills(TAPS-3)wasusedtoassessauditorymemoryofnumbers,words,andsentences,beforeandafterthethreeweeks.ResultsshowthattheauditorymemoryoftheEdubloxgroupimprovedsignificantlyaccordingtoapairedsamplest-test: EdubloxOnlineTutorhasbeenoptimizedforchildrenagedbetween7and13,issuitableforthegiftedandlessgifted,andcanbeusedathomeandinschool.Ourprogramsareeffectiveinalleviatingavarietyofsymptomsassociatedwithdyslexia,dysgraphia,anddyscalculia.. Edubloxalsooffersliveonlinetutoringtostudentswithdyslexia,dyscalculia,andotherlearningdifficulties.OurstudentsareintheUnitedStates,Canada,Australia,NewZealand,andelsewhere. Bookafreeconsultation todiscussyourchild’slearningneeds. .References: CusimanoA. LearningDisabilities:ThereIsaCure.AchievePublications.2010. KurdekLA,SinclairRJ.“Predictingreadingandmathematicsachievementinfourth-gradechildrenfromkindergartenreadinessscores,”JournalofEducationalPsychology.Sep2001,93(3):451-455. PlazaM,CohenH,Chevrie-MullerC.“Orallanguagedeficitsindyslexicchildren:weaknessesinworkingmemoryandverbalplanning.”BrainandCognition.March2002,48(2-3):505-512. RiccioCA,CashDL,CohenMJ.“Learningandmemoryperformanceofchildrenwithspecificlearningimpairment.”AppliedNeuropsychology.2007,14(4):255-61. TiroshE,CohenA.“Languagedeficitwithattention-deficitdisorder:aprevalentcomorbidity.”JournalofChildNeurology.Oct1998,13(10):493-7. Weiss,AH,Granot,RY,Ahissar,M.“Theenigmaofdyslexicmusicians.”Neuropsychologia.Feb2014,54:28-40. 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