Auditory Memory Span for Speech Sounds of Speech Defective Children Compared with Normal Children

1942 ◽  
Vol 7 (1) ◽  
pp. 33-36 ◽  
Author(s):  
Ruth Watt Métraux
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Speech Sounds ◽  
Normal Children

The auditory memory span for speech sounds

1938 ◽  
Vol 5 (1) ◽  
pp. 115-129 ◽  
Author(s):  
Virgil A. Anderson
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Speech Sounds

Short-Term Auditory Memory, Oral Perception, and Experimental Sound Learning

1969 ◽  
Vol 12 (1) ◽  
pp. 185-192 ◽  
Author(s):  
John L. Locke
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Span Task ◽  
Short Term ◽  
Learning Framework ◽  
Sound Learning ◽  
Oral Perception

Ten children with high scores on an auditory memory span task were significantly better at imitating three non-English phones than 10 children with low auditory memory span scores. An additional 10 children with high scores on an oral stereognosis task were significantly better at imitating two of the three phones than 10 children with low oral stereognosis scores. Auditory memory span and oral stereognosis appear to be important subskills in the learning of new articulations, perhaps explaining their appearance in the literature as “etiologies” of disordered articulation. Although articulation development and the experimental acquisition of non-English phones have certain obvious differences, they seem to share some common processes, suggesting that the sound learning framework may be an efficacious technique for revealing otherwise inaccessible information.

Non temporal determinants of bilingual memory capacity: The role of long-term representations and fluency

1998 ◽  
Vol 1 (2) ◽  
pp. 117-130 ◽  
Author(s):  
DINO CHINCOTTA ◽  
GEOFFREY UNDERWOOD
Keyword(s):  
Short Term Memory ◽  
Memory Span ◽  
Memory Capacity ◽  
Auditory Memory ◽  
Language Fluency ◽  
Short Term ◽  
Term Memory ◽  
Language Dominance ◽  
Lexical Representations ◽  
Subvocal Rehearsal

Two experiments examine the view that the variation in bilingual short-term memory capacity is determined by differential rates of subvocal rehearsal between the languages. Auditory memory span and articulation time were measured for three bilingual groups who spoke Finnish at home and Swedish at school (FS), and either Finnish (FF) or Swedish (SS) in both the home and the school. The results of Experiment 1 indicate that memory span for words varied in a lawful manner as a function of both articulation time and language dominance for SS and FF. For FS, however, an equivalent memory span between the languages was noted despite a shorter articulation time in Finnish than Swedish. Experiment 2 found that for items with no pre-existing lexical representations (nonwords), articulation time was a more reliable predictor of memory span than language dominance for all three groups. The finding that within-language memory span was greater for short items than long items shows that, ceteris paribus, bilingual short-term memory capacity is sensitive to the effects of word length in both the dominant and non-dominant language. Taken together, these findings moderate the view that bilingual short-term memory capacity is mediated exclusively by subvocal rehearsal and indicate an influential contribution from factors related to language fluency and the strength of lexico-semantic representations.

Temporal Integration of Tone Glides by Children with Auditory-Memory and Reading Problems

1984 ◽  
Vol 27 (4) ◽  
pp. 527-533 ◽  
Author(s):  
Emily A. Tobey ◽  
John K. Cullen
Keyword(s):  
Short Duration ◽  
Temporal Integration ◽  
Auditory Memory ◽  
Reading Problems ◽  
Fixed Frequency ◽  
Control Groups ◽  
Normal Children ◽  
Frequency Tone ◽  
Auditory Integration ◽  
And Control

Temporal auditory integration for short-duration, frequency-varying signals was examined in children with deficits in auditory memory and reading. Signals were similar to those previously used: a fixed-frequency tone, a tone glide rising in frequency, and a tone glide falling in frequency. No significant differences were found between the Experimental and Control groups' thresholds as a function of signal class (i.e., fixed-frequency or tone glide) or duration. In addition, a significant asymmetry in the thresholds of short-duration rising and falling tone glides was found for both groups. Falling tone glides were detected at higher intensities than were rising tone glides. Data from this study indicated this particular group of children with auditory memory and reading problems was able to detect simple and complex short-duration signals in a manner similar to normal children.

Auditory Sequential Organization Among Children With and Without a Hearing Loss

1999 ◽  
Vol 42 (3) ◽  
pp. 553-567 ◽  
Author(s):  
Benoît Jutras ◽  
Jean-Pierre Gagné
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Memory Span ◽  
Normal Hearing ◽  
Auditory Memory ◽  
Sensorineural Hearing ◽  
Verbal Stimuli ◽  
Acoustic Stimuli ◽  
Sequential Organization ◽  
Significant Difference

The present investigation examined the ability of children with and without a hearing loss to correctly reproduce sequences of acoustic stimuli that varied in number, temporal spacing, and type. Forty-eight children took part in the investigation. They were divided into four groups: two groups of 6- and 7-year-old children, 12 with normal hearing and 12 with a sensorineural hearing loss; and two groups of 9- and 10-year-old children, 12 with normal hearing and 12 with a sensorineural hearing loss. All of the children completed auditory temporal sequencing tasks with verbal (/ba/ and /da/) and nonverbal (a 1-kHz pure tone and a wide band noise) acoustic stimuli. For the 6- and 7-year-old children, the results revealed a significant difference between the children with a hearing loss and their peers with normal hearing for immediate recall of verbal sequences. There were no significant differences in performance between the children with a hearing loss and their peers with normal hearing on the nonverbal sequencing tasks or on the nonverbal and verbal memory span tasks. For the 9- and 10-year-old children, the results did not show any significant differences in performance between the two groups of children for the reproduction of sequences containing more than two verbal or nonverbal elements nor for the auditory memory span task when the sequences consisted of verbal stimuli. For the recall of two verbal stimuli with a variable interstimulus interval (ISI) duration, the results showed that the children with a hearing loss experienced more difficulty than the children with normal hearing. Overall, the results indicated that on the auditory sequential organization tasks, the poorer performance of the children with a hearing loss is likely attributable to auditory perceptual processing deficits rather than to poorer short-term memory capabilities. Also, an analysis of the data revealed that the older children obtained significantly better results than the younger children on auditory sequential organization tasks.

scholarly journals Evaluation of Validity and Standardization in the Wechsler Computer Memory Package in Iranian Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Maryam Afsar
Keyword(s):  
Visual Memory ◽  
Memory Span ◽  
T Test ◽  
Auditory Memory ◽  
Average Score ◽  
Cluster Sampling ◽  
Method Calculation ◽  
University Level ◽  
Iranian Students ◽  
The Right

Introduction: Today evaluations of psychological indicators have a non new found role on the process of psychological evolution. One of these important indicators is memory. Purpose: the current research has the purpose of indicating the right norm from the Wechsler’s school memory sub-test software on girl and boy students studying at pre-university level in the city of Tehran in the 87-88 school year. Procedure: this research by nature is a descriptive study and of a survey and normalization type which has applicative aspects. For this purpose a sample of 370 people (N=370) consisting of 170 men and 200 women from between students at the pre-university level of the province of Tehran were selected by using multistage cluster sampling. To evaluate constructive validity and factorial structure of this test, factorial test was used and to compare the averages of the two groups (girl and boy) an independence t test was used. Also to calculate the final test coefficient from the internal consistency method calculation of Cronbach’s alpha coefficient has been used and from the retest method calculation of Pearson’s correlation coefficient between the scores obtained from two times performing the test has been used. Findings: the results obtained from the research showed between all of the 8 dimensions of Wechsler’s memory in the space of two performance in the frame of retest a positive meaningful relation exists (p<0/0001). Also the highest rate of correlation belonged to the reverse visual memory component (r=0/83) and the lowest index of correlation belonged to the auditory memory span component (r=0/40). Validation by using the retest method showed that between all the dimensions in the frame of two computer performance and a monthly retest a meaningful correlation exists among which the sum of the auditory memory (r=0/82) had the highest correlation and the sum of the visual memory (r=0/53) showed the lowest correlation. By using the independent t test comparison of the average score of boys and girls in the multiple memory dimensions showed that between the two groups considering the dimensions no meaningful difference exists (p>0/05). Conclusion: the current research findings can be considered in the application areas and in the area of psychometrics it can open the path.

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