Relevant bibliographies by topics / Diagnostics of Auditory Memory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Diagnostics of Auditory Memory'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Diagnostics of Auditory Memory"

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Weekes, Brendan. "A Test of Episodic Visual Memory." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1091–96. http://dx.doi.org/10.2466/pms.1993.77.3f.1091.

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This study investigated the relationship between episodic visual memory and word recognition using a novel test of episodic visual memory. 40 subjects learned a set of pseudo-orthographic stimuli which were processed in terms of visual form and structure information during study. Subsequent recognition was better for more frequently and elaboratively processed stimuli, indicating performance was dependent on episodic visual memory. Recognition-test performance was also associated with visual lexical decision but not auditory lexical decision. It was concluded that recognition-test performance was associated with operation of episodic visual memory but independent of lexical access and thereby provides a useful diagnostic tool for the neuropsychological investigation of surface dyslexia.
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Mamatha, Nerale Maraiah, and Asha Yathiraj. "Comparison of Diagnostic Auditory Processing Test Scores Measured in Clinical and School Settings." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 1071–80. http://dx.doi.org/10.1044/2020_lshss-20-00020.

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Purpose The study aimed to compare auditory processing and cognitive test scores measured in a clinical setting with that measured in a school setting using a repeated-measures design. This was done on typically developing children and children with auditory processing disorder (APD). Method Thirty-two children (16 typically developing and 16 with APD), aged 7 years, were evaluated using three diagnostic auditory processing tests and a cognitive test. The tests included the Speech Perception in Noise Test in Kannada, the Gap Detection Threshold Test, the Dichotic Consonant–Vowel Test, and the Auditory Memory and Sequencing Test in Kannada. All the children were evaluated in an audiological diagnostic setting, as well as in their school. Results No significant difference in scores was obtained in the two settings for all the four tests that were administered. This was seen in the typically developing children and the children with APD. Additionally, the pass/fail decision for each test did not alter in the two settings. Moderate to almost perfect agreement was seen between the tests carried out in the two settings in both groups, on a Kappa test of agreement. In both settings, the children with APD performed significantly poorer than the typically developing children on the four diagnostic tests. Conclusions The findings of the study indicate that the diagnostic auditory processing tests and the cognitive test can be carried out in school settings as effectively as tests carried out in an audiological diagnostic clinical setting. This will enable carrying out diagnostic tests on children in schools soon after they are referred on screening auditory processing tools, administered in the educational setting. This will prevent missing diagnosis of children who fail to report to a diagnostic audiological center for detailed auditory processing evaluation.
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Maerlender, Arthur. "Short-term memory and auditory processing disorders: Concurrent validity and clinical diagnostic markers." Psychology in the Schools 47, no. 10 (September 29, 2010): 975–84. http://dx.doi.org/10.1002/pits.20518.

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Martins, Isabel. "Specific speech and language impairments in children: assessments, diagnostics, classification and outcome." PSICOLOGIA 16, no. 1 (February 10, 2014): 27. http://dx.doi.org/10.17575/rpsicol.v16i1.467.

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Specific Language Impairment (SLI) is an heterogeneous disorder characterized by an inadequate development that cannot be explained by an auditory sensory defect, a motor-neurological defect, a general cognitive impairment nor an unwillingness to communicate. There are many subtypes of SLI, both in severity and type that may be associated with a different outcome. Although many of these children recover clinically, the majority will maintain minor language impairments leading to a poor school achievement and learning difficulties. A proportion of cases remain severely impaired causing social isolation and an occupations/professional handicap. The origin of these syndromes is probably genetic. Although the are assumed to reflect a dysfunctional of the neuronal networks subserving the comprehension,, elaboration and production of language, they are not due to evident focal brain lesions, but are associated with atypical patterns of cerebral dominance and specialization for language. A variety of language processing impairments have been described in these children, namely a difficulty in analyzing rapidly changing speech sounds, acquiring language morphology and grammar and a poor phonological memory. Therapeutic intervention in these children must be individualized and interdisciplinary (speech therapy, alternative forms of communication, psychological support and special education). This is essential to prevent social isolation, low self-esteem, emotional and behavioral symptoms and educational problems. DOI: http://dx.doi.org/10.17575/rpsicol.v16i1.467
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Vaidyanath, Ramya, and Asha Yathiraj. "Relation Between the Screening Checklist for Auditory Processing in Adults and Diagnostic Auditory Processing Test Performance." American Journal of Audiology 30, no. 3 (September 10, 2021): 688–702. http://dx.doi.org/10.1044/2021_aja-20-00203.

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Purpose The aim of the study was to evaluate the relationship between the Screening Checklist for Auditory Processing in Adults and the performance of older adults on a battery of diagnostic tests for auditory processing. This was done for two versions of the checklist, one answered by older individuals at risk for auditory processing disorder (APD) and the other by the family of the older adults. Method Forty-nine older adults and 34 of their family members were initially tested with the screening checklist, each being tested with the version developed for them. Approximately half of the older adults had normal pure-tone thresholds, while the others had mild–moderate hearing loss above 2 kHz. The older adults were administered tests of auditory separation/closure, auditory integration, temporal resolution, temporal patterning, and auditory memory and sequencing. Results Most of the older adults and their family members reported of the presence of auditory processing difficulties on the screening checklist. On the diagnostic test battery, many of the older adults, irrespective of their high-frequency hearing sensitivity, failed the tests measuring temporal resolution and auditory integration. The sensitivity and specificity of the checklist answered by the older individuals were 69.05% and 71.43%, respectively. On the other hand, for the checklist answered by the family members, it was 77.78% and 33.33%, respectively. The test–retest reliability of the two versions of the checklist was found to be good. Conclusions As the specificity of the checklist answered by the family members was considerably lower than that answered by the older adults, the use of the version for the latter group is recommended. However, the checklist answered by the caregivers could be used to complement information obtained from the older adults at risk for APD when the older adults are unable to give valid responses.
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Emanuel, Diana C. "The Auditory Processing Battery: Survey of Common Practices." Journal of the American Academy of Audiology 13, no. 02 (February 2002): 093–117. http://dx.doi.org/10.1055/s-0040-1715952.

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A survey of auditory processing (AP) diagnostic practices was mailed to all licensed audiologists in the State of Maryland and sent as an electronic mail attachment to the American Speech-Language-Hearing Association and Educational Audiology Association Internet forums. Common AP protocols (25 from the Internet, 28 from audiologists in Maryland) included requiring basic audiologic testing, using questionnaires, and administering dichotic listening, monaural low-redundancy speech, temporal processing, and electrophysiologic tests. Some audiologists also administer binaural interaction, attention, memory, and speech-language/psychological/educational tests and incorporate a classroom observation. The various AP batteries presently administered appear to be based on the availability of AP tests with well-documented normative data. Resources for obtaining AP tests are listed.
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Loring, David W., Stephen C. Bowden, Ekaterina Staikova, James A. Bishop, Daniel L. Drane, and Felicia C. Goldstein. "NIH Toolbox Picture Sequence Memory Test for Assessing Clinical Memory Function: Diagnostic Relationship to the Rey Auditory Verbal Learning Test." Archives of Clinical Neuropsychology 34, no. 2 (March 28, 2018): 268–76. http://dx.doi.org/10.1093/arclin/acy028.

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Heubrock, Dietmar. "Error Analysis in Neuropsychological Assessment of Verbal Memory and Learning." European Journal of Psychological Assessment 11, no. 1 (January 1995): 21–28. http://dx.doi.org/10.1027/1015-5759.11.1.21.

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Performance on a German version of the Rey Auditory-Verbal Learning Test (AVLT) was investigated for 64 juvenile patients who were subdivided in 6 clinical groups. In addition to standard evaluation of AVLT protocols which is usually confined to items recalled correctly, an error analysis was performed. Differentiating between total errors (TE), repetition errors (RE), and misnamings (ME), substantial differences between clinical groups could be demonstrated. It is argued that error analysis of verbal memory and learning enriches the understanding of neuropsychological syndromes, and provides additional information for diagnostic and clinical use. Thus, it is possible to gain a more accurate picture so that patients can be appropriately retrained, and research into the functional causes of memory and learning disorders can be intensified.
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Heine, Chyrisse, and Michelle Slone. "Case studies of adults with central auditory processing disorder: Shifting the spotlight!" SAGE Open Medical Case Reports 7 (January 2019): 2050313X1882346. http://dx.doi.org/10.1177/2050313x18823461.

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Vast literature exists detailing the identification and management of central auditory processing disorder in children: however, less information is available regarding central auditory processing disorder in the adult population. This study aimed to document the diagnostic and management procedure for adults presenting at a multidisciplinary clinic due to concerns regarding their listening and central auditory processing skills. This retrospective study was a case file audit of two adults (a male, aged 37 years and a female, aged 44 years) who presented at a multidisciplinary (audiology and speech pathology) clinic for a hearing and central auditory processing evaluation. Both participants completed a case history questionnaire and were then interviewed with results being documented in their file. Participants were evaluated by a dually qualified audiologist-speech pathologist on a battery of peripheral hearing tests (including pure-tone threshold audiometry, immittance measures and speech tests), central auditory processing assessments (including monaural low redundancy, dichotic listening and temporal processing tests) and evaluation of short-term auditory memory skills. Participants were self-referred, never having been assessed previously for central auditory processing disorder, yet had perceived heightened difficulty with processing information; having conversations (particularly in noisy work or social environments) and remembering information, resulting in a range of psychosocial responses. Following diagnosis of central auditory processing disorder, participants undertook an individualized short-term aural rehabilitation program as dictated by their needs and preferences. Post-program participants perceived better ability to listen and process information even in adverse listening conditions. They reported that their newly learned skills improved their work abilities and social participation leading to positive outcomes. Medical and other allied health professionals should consider the possibility of presentation of central auditory processing disorder in adulthood and make appropriate referrals for central auditory processing testing to facilitate diagnosis and appropriate intervention. Aural rehabilitation should be considered for adults newly diagnosed with central auditory processing disorder.
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Musiek, Frank E., Teri James Bellis, and Gail D. Chermak. "Nonmodularity of the Central Auditory Nervous System." American Journal of Audiology 14, no. 2 (December 2005): 128–38. http://dx.doi.org/10.1044/1059-0889(2005/014).

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This response to A. T. Cacace and D. J. McFarland (2005) identifies points of agreement and disagreement regarding the concept of modularity in the diagnosis of (central) auditory processing disorder [(C)APD]. We concur that the evaluation of (C)APD must take into consideration the influence of higher order global or pansensory issues on performance on tests of central auditory function. To accomplish this goal, multidisciplinary (e.g., multimodal) testing is an integral part of differential diagnosis of (C)APD. We also agree that the efficiency of diagnostic tests of (C)APD should not be evaluated by imprecise criteria [e.g., "presumed" or "suspected" (C)APD], which do not provide accurate measures of the true sensitivity and specificity of these tests. Our conceptualization and recommendations for clinical practice in this area diverge, however, from that of Cacace and McFarland in a number of pivotal ways. Based on the current limitations of multimodal assessment relative to issues related to scope of practice and test efficiency, as well as the accumulated basic science and clinical literature that demonstrates the nonmodularity and interactive organization of the brain, we recommend use of the sensitized test battery of the central auditory nervous system (CANS) in combination with multidisciplinary testing to differentially diagnose (C)APD and to guide treatment of the disorder. We assert that sensitivity and specificity measures derived from individuals with well-circumscribed lesions of the CANS provide an important guide to establishing the validity of central auditory diagnostic tests. We note that researchers in the area of auditory science and (C)APD must acknowledge the challenges of the clinical arena, and we encourage their continued help to develop diagnostic tools that are both efficient and practical for the differential diagnosis of (C)APD. We conclude that our approach, which combines multidisciplinary evaluation and specific tests of central auditory function that have demonstrated sensitivity and specificity for disorders of the CANS, allows us to identify (and thus rehabilitate) the auditory deficits present in individuals with (C)APD in its "purest" form. It also permits the identification and rehabilitation of auditory deficits in individuals who exhibit auditory perceptual problems that coexist with other processing problems, while ruling out those who perform poorly on auditory tests because of a global, supramodal problem involving cognition, attention, language, memory, or related skills.
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Dissertations / Theses on the topic "Diagnostics of Auditory Memory"

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Wilsch, Anna. "Neural oscillations in auditory working memory." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-177313.

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The present thesis investigated memory load and memory decay in auditory working memory. Alpha power as a marker for memory load served as the primary indicator for load and decay fluctuations hypothetically reflecting functional inhibition of irrelevant information. Memory load was induced by presenting auditory signals (syllables and pure-tone sequences) in noise because speech-in-noise has been shown before to increase memory load. The aim of the thesis was to assess with magnetoencephalography whether a-priori temporal expectations for the onset-time of a to-be-remembered stimulus reduces memory load. It was reported previously that top-down modulations such as spatial expectations reduce memory load and improve memory performance. However, this effect has neither been investigated with temporal expectations nor in the auditory domain. The present thesis showed that temporal expectations for a syllable in noise reduced memory load. Reduced alpha power during stimulus maintenance as well as improved performance indicated the decrease in memory load. Alpha power effects emerged from the right cingulo-opercular network, presumably reflecting a reduced need for functional inhibition. Critically, symbolic cues induced temporal expectations. This effect could not be replicated for clear speech. However, more implicit temporal expectations based on the passage of time elicited a similar decrease in alpha power for clear speech reflecting reduced memory load. Memory decay was assessed with variable delay phases in an auditory sensory memory task with pure-tone sequences. Similarly to memory performance, alpha power decreased with longer delay phases. Critically, temporal expectations counteracted memory decay and led to more sustained performance as well as alpha power across different delay phases. These alpha-power effects were localized to frontal and parietal attention networks as well as primary auditory and visual sensory areas. This implies the involvement of different brain regions relevant for encoding and maintenance in auditory memory and questions a parsimonious functional inhibition explanation. A correlation of alpha power and behavioral performance underpinned the importance of alpha power for auditory working memory. Altogether, the results of the present thesis provide evidence for a beneficial effect of a-priori temporal expectations for an auditory signal on working memory. Moreover, alpha dynamics were shown to be a distinct marker for the neural efficiency of managing working memory limitations.
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May, Patrick J. C. "Memory traces in human auditory cortex." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341058.

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Church, Barbara Ann 1966. "Implicit memory in the auditory modality: The search for an auditory word form system." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/292030.

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Two experiments were conducted to explore implicit memory within the auditory modality. It was hypothesized that there would be significant auditory priming in a masked word discrimination task. It was also hypothesized that subjects who performed an elaborative encoding task would show little or no advantage in the priming test when compared to subjects who performed a structural encoding task, but they would perform significantly better on a recognition test. It was also hypothesized that, with an appropriate encoding task, subjects would show a sensitivity to voice changes in the priming test. The results indicated significant auditory priming, and elaborative encoding had a greater effect on recognition performance than priming. No sensitivity to voice change was found. The findings are interpreted as support for the theory that auditory priming is mediated by a perceptual representation system.
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Brown, Rachel. "Auditory-motor integration in music performance, learning, and memory." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119512.

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Auditory-motor skills such as speaking or playing a musical instrument require skill in processing auditory outcomes and performing actions that produce those outcomes. A growing body of evidence suggests that perception and production components of auditory-motor skill are integrated by reciprocal auditory-to-motor and motor-to-auditory interactions. Much remains unknown about how complex auditory sequences map to complex movement sequences such as those required of speech or music performance. Less still is known about how auditory-motor interactions influence the way skilled performers learn and remember novel auditory-motor sequences. The research described in this thesis examined these questions in the context of music performance. Music performance is a common and complex auditory-motor behavior that presents a useful model for examining human auditory-motor capabilities as it requires precise control of both pitch and temporal sequences of events. Three studies examined how auditory-motor interactions influence the way skilled musicians map pitch and temporal sequences to movements and the way musicians learn and remember music. The first study examined how auditory pitch and temporal sequence structure in music engage motor neural networks in auditory-motor interactions (Chapter 2). This study revealed motor networks that are sensitive to both pitch and temporal structure when musicians listen to and subsequently perform music. This finding suggests that the motor system integrates multiple dimensions of auditory sequence structure when performers map auditory sequences to motor sequences. The second study examined how performers use auditory and motor information to learn auditory sequences (Chapter 3). This study revealed that musicians better recognize auditory sequences that they hadlearned while producing them with auditory feedback than while hearing them only, indicating that motor learning facilitates subsequent auditory memory for skilled performers. The third study examined how individual differences in auditory and motor imagery abilities influence the way musicians learn novel music and subsequently remember that music (Chapter 4). This study revealed that auditory imagery abilities help performers learn novel music by compensating for missing sound and reducing sensitivity to interfering information; auditory imagery abilities also help performers recall music during performance with greater temporal regularity. Overall, these results suggest that auditory imagery abilities aid learning and subsequent recall of music differently. Together, these studies illuminate how auditory-motor integration functions in skilled performance and how it contributes to auditory-motor sequence learning and memory.
Certaines habiletés auditivomotrices, telles que parler ou jouer d'un instrument de musique, requièrent des compétences particulières sur les plans du traitement auditif des sons produits et de la production des actions menant à l'émission de ces sons. À cet égard, un nombre croissant de preuves empiriques suggère que les composantes de perception et de production des habiletés auditivomotrices s'incèrent à l'intérieur d'interactions réciproques entre le système auditif et le système moteur. Plusieurs questions concernant la façon dont des séquences auditives complexes s'alignent avec des séquences complexes de mouvements, telles que retrouvées dans la parole ou les performances musicales, demeurent néanmoins irrésolues. Notamment par rapport à la façon dont les interactions entre les systèmes auditif et moteur influencent l'apprentissage et la rétention de nouvelles séquences auditivomotrices chez des executants compétents. Les recherches décrites dans cette thèse visent à aborder ces questions dans le contexte de performances musicales. En effet, étant donné qu'elles requièrent un contrôle précis de la hauteur du son et de la sequence temporelle des événements, les performances musicales sont des comportements auditivomoteurs communs et complexes représentant un modèle avantageux dans l'examen des capacités auditivomotrices. Trois études sont proposées afin d'examiner l'influence des interactions entre les systèmes auditif et moteur sur la façon dont des musiciens compétents alignent la hauteur sonore et les sequences temporelles avec les mouvements requis lors de performances musicales, de même que sur la façon dont ils apprennent et retiennent une séquence musicale. La première étude examine la manière dont la hauteur sonore et la structuretemporelle d'une séquence musicale engagent certains réseaux neuronaux du système moteur sur le plan des interactions auditivomotrices (Chapitre 2). Cette étude révèle que les réseaux du système moteur sont sensibles à l'intensité sonore et à la structure temporelle lorsque des musiciens écoutent et jouent de la musique. Ces résultats suggèrent que le système moteur intègre de multiples dimensions relatives à la structure de la séquence auditive lorsque ces sequences auditives sont alignées avec des séquences motrices lors de performances musicales. La deuxième étude examine l'utilisation des informations auditives et motrices dans l'apprentissage de séquences auditives (Chapitre 3). Cette etude révèle que les musiciens reconnaissent mieux les séquences auditives qu'ils ont eu à apprendre en les jouant avec rétroaction auditive, par rapport à celles qu'ils ont uniquement eu à écouter. Ces résultats indiquent que l'apprentissage moteur facilite la mémorisation d'information auditive chez les exécutants compétents. La troisième étude examine l'influence des différences individuelles sur le plan des habiletés d'imagerie auditive et motrice, sur l'apprentissage de nouvelles séquences musicales et sur le rappel de ces mêmes séquences (Chapitre 4). Cette étude révèle que les habiletés d'imagerie auditive aident les exécutants à apprendre de nouvelles séquences musicales en compensant pour les sons manquants, de même qu'en réduisant l'interférence liée à l'informations non pertinente; les habiletés d'imagerie auditive améliorent également le rappel de séquences musicales lors de performances comportant une plus grande régularitétemporelle. De manière générale, ces résultats suggèrent que les habiletés d'imagerie auditive aident différemment à l'apprentissage de nouvelles sequences musicales et à leur rappel. Ensemble, ces études illustrent le fonctionnement des intégrations auditivomotrices chez les exécutants compétents, ainsi que leur contribution à l'apprentissage et à la mémorisation de séquences auditivomotrices.
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Sörqvist, Patrik. "The role of working memory capacity in auditory distraction." Doctoral thesis, Luleå tekniska universitet, Arbetsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26479.

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The basis of individual differences in susceptibility to auditory distraction has been a research field largely ignored. The current work presents four studies demonstrating that individual differences in working memory capacity (WMC) are related to the magnitude of auditory distraction. The first three reports showed that high WMC attenuates the effects of speech and aircraft noise on reading comprehension and prose memory. The fourth report showed that high WMC attenuates the power of unexpected sound stimulation to capture our attention, but not the interference from changing-state sound streams to seriation processes.Furthermore, the first and the second report showed that the capacity to exclude new, potentially relevant but ultimately irrelevant, materials from memory underlies the relationship between WMC and the effects of speech on reading comprehension/prose memory. Based on these results, a new perspective of WMC called the "sub-process view" was developed, according to which WMC is a compound of functionally distinct subprocesses: some of which are related to auditory distraction. Ten years ago it was not at all clear if cognitive-control processes play a role in auditory distraction, but the studies reported in this thesis strongly suggest that cognitive-control - as reflected in WMC -constitutes a fundamental basis of individual differences in susceptibility to auditory distraction.

Godkänd; 2010; 20100407 (patsor); DISPUTATION Ämnesområde: Teknisk psykologi/Engineering Psychology Opponent: Professor Jerker Rönnberg, Linköpings universitet Ordförande: Professor Håkan Alm, Luleå tekniska universitet Tid: Fredag den 4 juni 2010, kl 09.00 Plats: F719J Bellsalen, Luleå tekniska universitet

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Riffle, Travis Lee. "Variability in Auditory Distraction." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565870603158009.

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Luney, Gillian. "Examining the independent influence of auditory processing and working memory to reading : computerised adaptive training of auditory processing and working memory to improve reading." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707355.

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Working memory (WM) strongly predicts reading skills and children with reading difficulty have been shown to have WM deficits. Training WM has led to improved reading in typically developing children and those with reading difficulty. Auditory processing (AP) also predicts reading and children with reading difficulty have been shown to have deficits in AP. AP training has led to improved literacy skills. WM and AP have been shown in a small study to independently predict phonological awareness, the main predictor of reading ability. The aim of this study was to further investigate this relationship by carrying out an intervention in which training in AP alone was compared to training both WM and AP. It was predicted that if AP and WM were unrelated then training both would lead to greater gains in literacy than training one alone. A sample of 26 typically developing children aged 10-11 years was randomly allocated into two training groups; auditory processing training (AP group) and working memory and auditory processing training (WM+AP group). Results: There was no significant difference between the groups in literacy outcomes; both groups showed improvement in the speed and accuracy of single word reading and in spelling. Conclusion: this study suggests that there is a relationship between WM and AP and it may be that training leads to an improved ability to switch between cognitive tasks.
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Cheung, Sze-man May. "The effect of phonological similarity on the auditory memory span." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209107.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.
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Dew, Ilana T. Z. Mulligan Neil W. "The effects of generation on visual and auditory implicit memory." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,934.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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Gilbert, Rebecca. "Temporal properties of rehearsal in auditory-verbal short-term memory." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8301/.

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Subvocal rehearsal, the use of inner speech for the maintenance of phonological material, is thought to play an important role verbal short-term memory (STM). The importance of rehearsal is based largely on indirect measures, as it is difficult to detect and quantify. To address this issue and investigate rehearsal timing, a novel ‘rehearsal-probe’ task was developed. Individuals silently rehearsed an auditory-verbal sequence, responding after an unpredictable probe (tone) by indicating the item currently being rehearsed. The presentation of probes after variable and repeated delays provides item response proportions over time. The data were analysed using a theory-neutral measure of temporal precision; the circular standard deviations of response distributions. The methods were established across seven experiments designed to explore whether timing precision is fixed or resource-limited. Experiment 3 showed that timing precision decreases with increased in memory load. Temporal precision was negatively correlated with auditory-verbal STM span in six experiments, including one designed specifically to examine individual differences. Experiments 6 and 7 investigated timing in developmental language disorders, which are characterized by serial ordering deficits. Adults with dyslexia and children with language impairments showed more temporal imprecision compared to matched controls. These results suggest that temporal precision is limited by shared resources and may play a role in language development. A computational model was also developed to describe the data with four separable temporal properties. The model captured the main characteristics of the data and provided quantitative estimates of each property. In an EEG experiment, event-related responses to item probes were modulated by the contents of rehearsal, and there was increased spectral power at the item rate during sequence presentation and rehearsal, but not baseline, periods. The findings suggest an important role for fine-grained timing information in serial order STM and have broader implications for debates about models of serial order.
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Books on the topic "Diagnostics of Auditory Memory"

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Mense, Beatrice Ruby. Ready set remember: Short-term auditory memory activities. Camberwell, Vic: ACER Press, 2005.

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Harrell, Jean G. Soundtracks: A study of auditory perception, memory, and valuation. Buffalo, N.Y: Prometheus Books, 1986.

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Talley, Jack L. Children's auditory verbal learning test: Professional manual. Odessa, Fla. (P.O. Box 998, Odessa 33556): Psychological Assessment Resources, 1990.

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Talley, Jack L. Children's Auditory Verbal Learning Test-2: Professional manual. Lutz, FL: Psychological Assessment Resources, 1993.

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Lee, Nakeung. The temporal capacity of verbal short-term memory: An empirical study exploring the phonological loop by means of the irrelevant speech effort. Hamburg, Germany: Verlag Dr. Kovač, 1999.

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Chrétien, Roland. The effects of extremely low frequency electromagnetic fields on memory consolidation and visual and auditory coding formats. Sudbury, Ont: Laurentian University, Department of Psychology, 1986.

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Congrès de psychiatrie et de neurologie de langue française (83rd session 1985 Besançon, France). Les troubles de la perception de la musique d'origine neurologique: (les 3 niveaux de la désintégration de la perception musicale considérée comme une agnosie auditive). Paris: Masson, 1985.

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Amplifications: Poetic Migration, Auditory Memory. Bloomsbury Academic, 2019.

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Cusimano, Addie. Auditory Sequential Memory Instructional Workbook. Achieve Publications, 2005.

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Sakovich, Abby, and Super Duper Publications. Photo Auditory Memory for Short Stories: Fd253. Super Duper Publications, 2020.

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Book chapters on the topic "Diagnostics of Auditory Memory"

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Cuffaro, Maria Assunta. "Auditory Memory." In Encyclopedia of Child Behavior and Development, 172. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_238.

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Cowan, Nelson. "Auditory Memory." In Encyclopedia of Computational Neuroscience, 1–3. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7320-6_244-1.

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Li, Dawai, and Nelson Cowan. "Auditory Memory." In Encyclopedia of Computational Neuroscience, 1–3. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-7320-6_244-2.

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Li, Dawai, and Nelson Cowan. "Auditory Memory." In Encyclopedia of Computational Neuroscience, 1–3. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7320-6_244-3.

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Li, Dawai, and Nelson Cowan. "Auditory Memory." In Encyclopedia of Computational Neuroscience, 236–38. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6675-8_244.

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Schulze, Katrin, Stefan Koelsch, and Victoria Williamson. "Auditory Working Memory." In Springer Handbook of Systematic Musicology, 461–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-55004-5_24.

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Kvicalova, Anna. "Practices of Auditory Memory." In Listening and Knowledge in Reformation Europe, 133–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03837-3_5.

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Alexander, Brandon, Brad Dillion, and Kevin Y. Kim. "Memory Management and Diagnostics." In Pro iOS5 Tools, 49–98. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3609-2_4.

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Demany, Laurent, Gaspard Montandon, and Catherine Semal. "Internal noise and memory for pitch." In Auditory Signal Processing, 136–44. New York, NY: Springer New York, 2005. http://dx.doi.org/10.1007/0-387-27045-0_17.

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Wright, Anthony A. "Monkey Visual and Auditory Memory." In Animal Cognition and Sequential Behavior, 69–90. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0821-2_4.

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Conference papers on the topic "Diagnostics of Auditory Memory"

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Morrison, Max, and Bryan Pardo. "OtoMechanic: Auditory Automobile Diagnostics via Query-by-Example." In 4th Workshop on Detection and Classification of Acoustic Scenes and Events (DCASE 2019). New York University, 2019. http://dx.doi.org/10.33682/ne8s-1m78.

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Kilic, Ozgur O., Nathan R. Tallent, and Ryan D. Friese. "Rapid Memory Footprint Access Diagnostics." In 2020 IEEE International Symposium on Performance Analysis of Systems and Software (ISPASS). IEEE, 2020. http://dx.doi.org/10.1109/ispass48437.2020.00047.

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Yabe, H., T. Matsuoka, R. Asai, H. Iwasa, and S. Kaneko. "Time-Functional Information Stored in Auditory Sensory Memory." In 2007 IEEE/ICME International Conference on Complex Medical Engineering. IEEE, 2007. http://dx.doi.org/10.1109/iccme.2007.4381999.

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Du Plessis, Susan, and David Maree. "AUDITORY SHORT-TERM MEMORY, VISUAL SEQUENTIAL MEMORY AND INDUCTIVE REASONING MATTER FOR ACADEMIC ACHIEVEMENT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0711.

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Davydova, Elizaveta, Ksenia Salimova, Natalia Gorbachevckaya, and Natalia Nikolaeva. "CORRELATION OF EEG SPECTRAL CHARACTERISTICS WITH PARAMETERS OF AUDITORY-VERBAL MEMORY." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1018.sudak.ns2020-16/173-174.

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KATO, YOKO, MASAKI KATO, and KAZUO OKANOYA. "SONG MEMORY INCLUDING SEQUENTIAL INFORMATION IN MALE BENGALESE FINCHE'S AUDITORY AREA." In Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0087.

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Nault, Emilyann, Lynne Baillie, and Frank Broz. "Auditory and Haptic Feedback in a Socially Assistive Robot Memory Game." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3378375.

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Nees, Michael A., Joanna Harris, and Peri Leong. "How Do People Think They Remember Melodies and Timbres? Phenomenological Reports of Memory for Nonverbal Sounds." In The 23rd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2017. http://dx.doi.org/10.21785/icad2017.068.

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Abstract:
Memory for nonverbal sounds such as those used in sonifications has been recognized as a priority for cognitive-perceptual research in the field of auditory display. Yet memory processes for nonverbal sounds are not well understood, and existing theory and research have not provided a consensus on a mechanism of memory for nonverbal sounds. We report a new analysis of a qualitative question that asked participants to report the strategy they used to retain nonverbal sounds—both melodies and sounds discriminable primarily by timbre. The question was originally posed as part of the debriefing procedure for three separate memory experiments whose primary findings are reported elsewhere. Results of this new analysis suggested that auditory memory strategies — remembering acoustic properties of sounds — were common across both types of sounds but were more commonly reported for remembering melodies. Motor strategies were also more frequently reported for remembering melodies. Both verbal labeling of sounds and associative strategies — linking the sounds to existing information in memory — were more commonly reported as strategies for remembering sounds discriminable primarily by timbre. Implications for theory and future research are discussed.
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Okhotnikov, Sergey. "National Economic Security Diagnostics." In IV International Scientific Conference "Competitiveness and the development of socio-economic systems" dedicated to the memory of Alexander Tatarkin. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.04.39.

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Chen, Genda, Ryan D. McDaniel, David J. Pommerenke, and Shishuang Sun. "Distributed cable sensors with memory feature for post-disaster damage assessment." In Nondestructive Evaulation for Health Monitoring and Diagnostics, edited by Peter J. Shull, Andrew L. Gyekenyesi, and Aftab A. Mufti. SPIE, 2005. http://dx.doi.org/10.1117/12.600994.

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Reports on the topic "Diagnostics of Auditory Memory"

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Mountain, Mary. Normative data on the Auditory memory test battery. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2976.

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Davis, Patricia. Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP). Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3289.

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Burford, Sandra. Auditory short-term memory span and sequence for five different stimulus types. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2580.

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Hoffinger, Winona. Relationship of auditory short-term memory and articulation ability of eight-year-olds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2827.

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Carter, Elisabeth. Normative data on the Auditory memory test battery for ages 9 through 13 years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5751.

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McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2849.

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