The purpose of this study was to collect normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory Memory Test Package (AMTP). Specifically, this investigation sought to answer one question: is the AMTP sensitive to age differences when administered to young children ages 3.0-4.11?

The Wide Range Assessment of Memory and Learning (WRAML) is a relatively new instrument used in the assessment of memory in children. The purpose of this study was to examine the validity of the WRAML by comparing the performance of children on both the WRAML and the Woodcock-Johnson Tests of Cognitive Ability- Revised (WJTCA-R). Subjects for the study were children in treatment for a brain tumor at a regional children's medical center. Fifty children participated in the study ranging from ages 6 to 17. A multiple regression analysis was conducted to determine which of four selected clusters from the WJTCA-R would have the highest correlation with the Verbal Memory Index (VERI) from the WRAML. The Short-Term Memory (GSM) cluster had the highest correlation ( r = .82) as predicted. A Pearson's product-moment correlational analysis was conducted between the Visual Processing (GV) cluster from the WJTCA-R and the Visual Memory Index (VISI) from the WRAML. GV was found to have a high positive correlation ( r = .63) with VISI. A similar analysis was conducted between the Long-Term Retrieval (GLR) cluster from the WJTCA-R and the Learning Index (LRNI) from the WRAML. GLR was found to have a high positive correlation ( r = .81) with LRNI. Finally, a correlational analysis was conducted between the Broad Cognitive Ability (BCA) scale from the WJTCA-R and the General Memory Index (GENI) from the WRAML. A high positive correlation ( r = .87) was found between these most global measures from the two batteries. The observed correlation between BCA and GENI was much higher than anticipated. The author concluded that neurological impairment had affected subject memory and intellectual functioning in similar ways. The results do not generalize to children who have not had similar decrements in cognitive functioning. Future research should establish a baseline correlation between the two instruments with a non-impaired population.

published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy

Thesis (M.A. (Hons.))--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 159-171.

This master thesis is dedicated to the importance of diagnostics of auditory memory in preschool children in means of determining school readiness. The theoretical part of this thesis contains an elaborate description of the somatic, cognitive and social development of preschool children. The second chapter concerns memory in general, categorizing auditory memory in the whole system and description of its individual modalities. It is also briefly mentioned how auditory memory is affected by the presence of specific language impairment in children. The third chapter describes school readiness. There are individual areas of focus described which affect school readiness, methods of diagnostics and how deficits in auditory memory are related to future poor reading and writing. The last chapter of the theoretical section summarizes diagnostic materials which asses auditory memory in preschool children and which are available in the Czech Republic as well as foreign countries. The research part of this thesis is mainly dedicated to the new Test of auditory memory in preschool children which was compiled with this thesis. The main goal of the research was to assess the level of auditory memory in preschool children with this new test and determine how specific language impairment, bilingual education and...

In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; * traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universally of the anthropos; * demonstrates the relationship between Man and his fellows, both as individuals and as expression of cultural distinction, and between Man and the universe; * comments on the distinction between human and animal learning capacities; * explains the roles of key features in human expression; *explains aspects of cultural and linguistic change; * comments on cultural and linguistic change. In this research-essay, I am * attempting to clarify, in various degrees, all of the above: the learning issues receive more attention than do the rest; * attempting to identify the similarities and differences between the thinking and views on learning of Jousse with those particularly of Rudolf Laban, and incidentally of Montessori and Lenneberg; * demonstrating an 'Oral-Style text'. The Introduction to this research-essay summarises the thinking of Jousse and Laban. The Body of the study: * provides biographical information about Jousse and Laban; * explains the difficulties and problems encountered with the text of the essay "From Mimism to Music in the Child"; * comments on the nature and operation of Oral-Style texts and their cognitive and affective influence upon the reader; * contextualises and interprets the text of the essay, "From Mimism and Music in the Child". The Conclusion adds comments, and suggests areas for further study and investigation. / Thesis (M.A.)-University of Natal, 1995.

The purposes of the present study were to investigate the relationship between short-term memory and reading in learning disabled and average learners, and to determine whether this relationship is different between ages 8 to 10 and ages 11 to 13 in these two populations. Studies have shown that children with learning disabilities tend to perform poorer on short-term memory tasks compared to children with no disabilities. The present study was conducted because the short-term memory component in the Stanford-Binet Intelligence Scale is new and it was felt that information regarding this test's usefulness with learning disabled students would be beneficial for individuals in the field of educational assessment. A total of 80 children, 39 average and 41 learning disabled were selected from the five public elementary schools that have learning disabilities classes in the Langley School District. For each group of learning disabled children selected from the learning disabilities class, an equal number of average learners was chosen from the same school. The children were divided into two age groups: 8- to 10-year-olds and 11- to 13-year-olds and then further divided into their two learning categories. Four short-term memory subtests of the Stanford-Binet Intelligence Scale: Fourth Edition: Bead Memory, Memory for Sentences, Memory for Digits and Memory for Objects and three reading comprehension subtests, from B.C. QUick Individual Educational Test, Peabody Individual Achievement Test and Test of Reading Comprehension respectively, were administered to all groups to measure short-term memory and reading. The Multivariate Analysis of Variance and the Pearson Product-Moment Correlation were used to analyse the data. Results showed that the average learners scored significantly higher than the learning disabled group in both short-term memory and reading. There was no interaction effect of learning group and age on reading or short-term memory. Significant relationships were found between short-term mmeory and reading for the average learning group but none was found for the learning disabled group. / Education, Faculty of / Graduate

Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of the current study was to investigate the impact of emotionality on the memory of children with an autism spectrum disorder. Although emotional events enhance memory in adults and children without an autism spectrum disorder, there are different memory patterns among individuals on the autism spectrum. Specifically, individuals with autism may show a decreased advantage in memory for emotional content and may have deficits in memory for information that is not presented visually. Currently, however, there are no studies that look at how emotional content affects memory specifically in children with autism. In the current study, children with and without autism were presented with stimuli contrasting emotional and neutral content using one of two modalities, auditory and visual, and then completed memory recognition tasks for the stimuli. Results indicate that children with an autism spectrum disorder did not demonstrate enhanced memory for emotional information. Rather, they were equally able to remember emotional and neutral stimuli. Additionally, individuals on the spectrum demonstrated better memory for visual stimuli compared to their neurotypical peers. These results support the notion that individuals with an autism spectrum disorder may learn and remember material differently than those without the disorder and that educators need to acknowledge these differences as children with autism spectrum disorders continue to be integrated into classroom settings.