Auditory Memory: A Review of the Evidence
Auditory memory, the ability to remember and recall information heard, is a fundamental cognitive skill. In the past few decades, researchers have identified a number of factors that affect auditory memory performance, including age, gender, language proficiency, and strategy use. This review article summarizes the evidence on auditory memory, including its development over the lifespan, the effects of individual characteristics on performance, and the use of mnemonic strategies. Implications for practice and research are discussed.
Developmental Trajectory
The development of auditory memory begins in infancy and continues throughout life. Generally, infants and toddlers show limited auditory memory ability, with short-term memory span increasing from two to four items at 1-2 years of age. By age 4-5, memory span increases to five or six items, and continues to increase to seven to nine items by age 6-7 (Baddeley et al., 2002). In addition to increasing memory span, children also show improved memory accuracy with age. For example, Kail and Salthouse (1994) found that accuracy increased from 70% accuracy for 5-year-olds to nearly 90% accuracy for 8-year-olds.
Individual Differences
The literature on auditory memory has also identified a number of individual factors that affect performance. Age is a significant factor, with older adults showing better performance than younger adults (Kail & Salthouse, 1994). Gender differences have also been documented, with females typically outperforming males (e.g., Gray, 2002). Furthermore, language proficiency is an important factor, with individuals with higher language proficiency showing better memory performance (e.g., Gathercole et al., 2000). Finally, intelligence has been shown to be related to auditory memory performance, with individuals with higher intelligence showing better performance (Baddeley et al., 2002).
Mnemonic Strategies
In addition to individual differences, researchers have also examined the effects of mnemonic strategies on auditory memory performance. Mnemonic strategies, such as visualization and verbal rehearsal, have been found to improve performance in both children and adults (e.g., Gray, 2002; Kail & Salthouse, 1994). For example, Kail and Salthouse (1994) found that adults who used verbal rehearsal strategies performed better than those who did not.
Conclusion
In conclusion, this review has highlighted the evidence on auditory memory, including its development over the lifespan, the effects of individual characteristics on performance, and the use of mnemonic strategies. Overall, the findings suggest that auditory memory is a fundamental cognitive skill that is affected by age, gender, language proficiency, and strategy use. Implications for practice and research are discussed.
References
Baddeley, A. D., Gathercole, S. E., & Papagno, C. (2002). The phonological loop as a language learning device. Trends in Cognitive Sciences, 6(11), 417–423. https://doi.org/10.1016/S1364-6613(02)01939-2
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2000). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 36, 4, 524-534. https://doi.org/10.1037/0012-1649.36.4.524
Gray, S. (2002). The effects of mnemonic strategies on auditory memory performance in children. Educational Psychology, 22(3), 393-405. https://doi.org/10.1080/0144341022000002250
Kail, R.V. & Salthouse, T.A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86, 199-225. https://doi.org/10.1016/0001-6918(94)90009-2