Effects of Temporal Sequencing and Auditory Discrimination on Children's Memory Patterns for Tones, Numbers, and Nonsense Words

Autor/inn/en	Gromko, Joyce Eastlund; Hansen, Dee; Tortora, Anne Halloran; Higgins, Daniel; Boccia, Eric
Titel	Effects of Temporal Sequencing and Auditory Discrimination on Children's Memory Patterns for Tones, Numbers, and Nonsense Words
Quelle	In: Journal of Research in Music Education, 57 (2009) 2, S.140-151 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429409335891
Schlagwörter	Children; Short Term Memory; Recall (Psychology); Acoustics; Numbers; Auditory Discrimination; Sequential Approach; Grade 1; Grade 2; Grade 3; Urban Schools; Magnet Schools; Correlation + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Kurzzeitgedächtnis; Abberufung; Akustik; Zahlenraum; Schrittfolge; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation
Abstract	The purpose of this study was to determine whether children's recall of tones, numbers, and words was supported by a common temporal sequencing mechanism; whether children's patterns of memory for tones, numbers, and nonsense words were the same despite differences in symbol systems; and whether children's recall of tones, numbers, and nonsense words was related to their aural discrimination ability. Participants (N = 74) were children enrolled in grades 1 through 3, drawn from an urban magnet school. On the basis of U-shaped performance profiles, the authors concluded that a common temporal sequencing mechanism may undergird children's recall of tones and nonsense words; thus, these domains may be linked at some basic level. Based on intraclass correlations that compared children's patterns of memory for tones, numbers, and nonsense words, the authors found that children's memory for information varied by symbol system and according to the characteristics of patterns within each symbol system. Finally, they found that aural discrimination skill contributed to children's recall despite differences in symbol systems. (Contains 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10