Auditory Memory and Sequencing in Children Aged 6 to 12 Years

Abstract

Objectives: 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.