Auditory Memory
People who have problems with
Auditory Memory,
Auditory Recall Memory,
Auditory Recognition Memory,
Short Term Auditory Memory,
Long Term Auditory Memory, and/or
Auditory Retrieval.
What is Auditory Memory?
Memory is the retaining by the nervous system of organized time-space events one has experienced and carried forward in time. When the remembered events are heard events, we refer to the process as auditory memory. This encompasses words as well as nonverbal heard stimuli such as dogs barking and sneezing.
Individuals with auditory memory difficulty are accused of not listening well. They often have to ask for directions to be repeated. Many competent individuals with an auditory memory disorder are unfairly accused of not paying attention.
It is important to understand the difference between recognition memory (being aware that one has seen this particular set of stimuli or information previously) and recall (the ability to summon up from one's memory stores entire sets of data in response to some key word or cue). Many students who have memory difficulties are quite able to recognize mastered information and manipulate concepts when the material is put in front of them. Recall is more challenging. It's for this reason that multiple choice testing is so useful. It must also be remembered that individuals with memory difficulties might be able to retrieve learned information, but their retrieval takes longer than is usual. This situation is rather like having a computer that takes longer to retrieve information than the one at the desk of a co-worker. Tests with time limits often fail to really demonstrate the concepts the student has mastered because adequate retrieval time was not made available.
It is important for the teacher to understand the difference between short-term and long-term memory. Many students with memory difficulty are quite able to master the material long enough to take a test, but then the concepts fail to be moved into long-term storage. Midterm and final tests are very hard. These students would benefit from frequent cumulative review to ensure that concepts are not available only in short-term memory and then vulnerable to decay.
Problems with auditory memory often create inefficient reading patterns. Difficulty with phonics is frequent. Be sure to read the section about reading (Dyslexia).
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