- Auditory memory,
- Auditory sequencing,
- Auditory processing disorder,
- Learning disability
Abstract
The study aimed to investigate auditory memory and sequencing ability in typically developing children. The study also compared the performance of children
with suspected auditory memory problems with that of typically developing children. Method: Using the Auditory Sequencing Test developed by Yathiraj and Mascarenhas (2003), auditory memory and sequencing abilities were checked on ninety-six typically developing children in the age range of six to twelve years. Ten children with learning disability with suspected auditory memory problems were also tested. Results: The results indicated that auditory memory scores increases with advance in age up to ten years in the normal children, after which a plateau was obtained. There was no significant difference across gender. Auditory sequencing ability was also found to improve with increase in age up to seven years, after which a plateau was attained. A significant difference was obtained for auditory sequencing abilities across gender in two age groups, with the males out performing the females. Also the scores on the ten children with suspected auditory memory problems, was compared with the obtained data. Conclusions: The results revealed that the majority of children with learning disability, who had indications of memory problems, were identified as having auditory memory deficits. Hence, the obtained data on typically developing children can be used to confirm the presence of auditory memory deficit. It could also be used to determine the efficacy of management procedures on children with an auditory memory deficit.
References
American Speech Language Hearing Association, (2005). Roles of speech-language pathologists in the identification, diagnosis,and treatment of individuals with cognitivecommunication disorders: Position statement. ASHA Supplement, 25.
Chermak, G. D., & Musiek, F. E., (1997). Central Auditory Processing Disorder: New Perspective. California: Singular Publishing.
Cusimano, A., (2001): Auditory Memory, Learning Disability: There is a Cure. Pennsylvania: Achieve Publications.
Howe M. J. A., (1965). Learning and Human Memory. In Howe, M.J.A., (Ed.) The Psychology of Human Learning. New York: Harper & Rou.
Howe M. J., Ceci S. J., (1978). Semantic knowledge as a determinant of developmental differences in recall. Journal of Experimental child Psychology, 26, 230 – 245.
Jarold. C., Baddeley. A. D., Hewes. A. K., Leeke. T. C., & Philips. C. E. (2004). What links verbal short – term memory performance and vocabulary level? Evidence of changing relationships among individuals with learning disability. Journal of Memory and Language, 50, 134 – 148.
Jerger, J., & Musiek, F., (2000). Report of the Consensus Conference on the Diagnosis of Auditory Processing Disorders in School- Aged Children. Journal of American Academy of Audiology, 11(9), 467-474.
Locke, J., (1968). Discrimination learning in children’s acquisition of phonology. Journalof Speech and Hearing Research, 11, 428-434.
Rae, G., & Pother, T. C., (1973). Informal Reading Diagnosis: A Practical Guide for the Classroom Teacher. New Jersey: Prentice Hall, Inc.
Rhodes M. G. & Kelley. C. M., (2005). Executive processes, memory accuracy and memory monitoring: an aging and individual difference analysis. Journal of Memory and Language, 52, 578 – 594.
Roediger H. L. III, Knight J. L., & Kantowitz B. H., (1977). Inferring decay in short – term memory: The issue of capacity. Memory and cognition, 5, 167 – 176.
Underwood B.J., (1964). The representativeness of rote verbal learning. In A. W. Melton (Ed.): Categories of Human Learning. New York: Academic Press.
Yathiraj, A., & Mascarenhas, K., (2003). Effect of Auditory stimulation in Central Auditory Processing in Children with central Auditory Processing Disorder. A project funded by the AIISH research fund, AIISH, Mysore.