The way to be a good auditory lear ner

 

 The way to
be a good auditory lear
ner

In adult education, one of the important aspects would be to determine your learning style as the methods of learning that we adapt would have to tally with the learning style that you are most comfortable with. Among the different learning style auditory learner will be a person who learns best through listening or when there is an auditory input from the background. They tend to love lecture sessions as they can comprehend it better than reading a book or else by looking at a picture or a diagram.

As with any other
learning style, unless we actively engage in the same, the resulting learning would not be effective. Therefore, in order to be a good auditory learner, you have to adapt various ways which will make use of your ability without disrupting the other learners whom would be comfortable with another type of learning style.

Let us now see some of the measures that can be taken by an auditory learner to enhance their learning through better use of their skills.

• Following obtaining permission from your lecturers, record the lecture sessions and tutorial classes for later reference. This can be an effective method of recalling the learning that took place and for auditory learners; it might be a very important study method.

• Take an active role in the learning process and lead the way in asking questions as well as to respond to questions directed at the class by the tutors.

• Volunteer yourself for classroom activities in order to gain the better auditory input.

• Participate actively in class discussions and form a group with fellow students whom you think are also auditory learners which would gain through the same experiences as you do.

• Read aloud the material, assignments…etc in order to comprehend better.

• Make available background music while studying without disturbing the others who study with you whom might not be gaining anything from such measures.

• Discuss your strengths and preferences with your teachers and formulate a plan of action in order to gain better from the learning activities through the auditory means. Such discussions may promote the teachers to provide more auditory reinforcement while the learning activities are going on as well.

• If it is useful, integrate singing or rhythmic wordings to assimilate more auditory input in the learning process.

When these elements are integrated in your learning activities, you would reinforce the auditory learning abilities within you and thereby would be able to learn better than without such reinforcement. At the same time, it should be remembered that, there can be other measures that a person can adapt in order to be a better auditory learner which at times be unique to a particular person.

the Function of Auditory Memory?

the Function of Auditory Memory?

The function of auditory memory is to aid in learning through information storage and information recall. Sound information is processed by the brain and stored so that it can be used later. There are three different types of memory based on auditory information processing: echoic, short-term, and long-term.

Echoic auditory memory is a small part of short-term memory. Information is heard, processed, and stored. This information creates an echo in the brain. The echo allows the information to only be stored and recalled for about three to four seconds after the sounds have been heard.

Short-term auditory memory begins with echoic memory. When there is sound information that needs to be retained, it is captured into short-term memory. By mentally repeating the information, it becomes part of short-term memory to be recalled as needed in a short period of time. Children learn phonics in this manner. The sounds are heard, they echo through the brain, and after repetition they become grouped into short-term memory.

When information needs to be permanent, auditory memory is long-term. Long-term memories are grouped in the brain so they can be recalled. For example, children learn to speak by hearing the phonetic sounds that make words. These initial sounds are processed and grouped as echoic memory. By repeating the sounds, they move to short-term memory and from there, the sounds are grouped into long-term memory so they can be recalled to form additional words.

Auditory memory deficiencies can cause problems, particularly for children. Language relies on a child’s ability to grasp what they hear. Reading skills can be delayed from auditory memory deficiencies. Recalling letters, numbers, and words involves different areas of the brain even though all this information is auditory. A deficiency can be in one of those areas or all of them.

For example, if a person with an auditory memory deficiency struggles with recalling a series of words, multiple tasks may be difficult to accomplish. Even though only one area poses a problem, childhood learning as well as adulthood learning is affected. Professional and personal aspects of life require the ability to recall information to complete tasks.

Although most adults have finished school and do not need to sit through classroom instruction, auditory memory is still used. Adults rely on instructions given by employers. They also rely on information given by family members for certain tasks, such as activities. Phone numbers are processed through hearing and grouped into short-term memory along with other information that belongs to a series.

the Difference Between Visual and Auditory Memory?

the Difference Between Visual and Auditory Memory?

Visual and Auditory memory  are both different categories of the broader concept of memory, the recollection of information. Memory is categorized in both broad and specific manners, and understanding each concept independently helps to truly comprehend the disparity between visual and auditory memory. Generally speaking, visual memory, as the name suggests, refers to the recollection of visual information, whereas auditory memories are the recollection of things that were heard.

Visual memories may be formed by the actual perception of a visual stimulus as well as from more imaginative sources. This encoding of stimuli occurs over time frames ranging from momentary, such as the blink of an eye, to longer term, such as the recollection of watching a movie. Of course, these memories may further be altered across time spanning months or years as well.

This particular subtype of memory is able to be stored due to the parietal and temporal lobes. These lobes are a part of the cerebral cortex, the outer layer of the brain involved in most "higher thinking" cognitive processes. The temporal lobe is located on the lateral aspect of the cortex and can be thought of as in the same region as the ear. The parietal lobe is above, superior in anatomical terms, to the temporal lobe, spanning the side and top of the cortex.

Due to the complexity of neurophysiological processes, the exact mechanism of storing visual and auditory memory is not easily articulated or understood. The same holds true for the storing of auditory, or echoic, memory. Echoic memory generally can only be retained for about three to four seconds, which is a relatively short amount of time. Other recollection of sounds, such as what a person was saying during a particular memorable event, is more attributable to episodic memory and other longer-term forms of auditory memory.

Therefore, visual and auditory memory differ specifically as smaller parts of a bigger mnemonic scheme. The difference is primarily the sense that is utilized to acquire the information in addition to the neural storage pathway. In visual memory, the eyes are used to sense reflected light, and the temporal and parietal lobes store the corresponding images. The auditory system is ear based and translates sound waves into particular vibrational patterns that are then interpreted in different ways by the brain to come up with specific sounds. If this sound is of any particular significance, it may then be stored as auditory memory in the brain and recalled for various reasons on both conscious and subconscious levels.

Reading & Auditory Processing

Reading & Auditory Processing

Reading Requires Phonological Awareness

Phonological awareness is a fundamental reading skill. It is the understanding that language is made up of individual sounds (phonemes) which are put together to form the words we write and speak. This is a fundamental precursor to reading. Children who have difficulty with phonological awareness will often be unable to recognize or isolate the individual sounds in a word, recognize similarities between words (as in rhyming words), or be able to identify the number of sounds in a word.

Many poor readers have a specific weakness in phonological processing even though their other processing skills (auditory and language processing) are strong. This is because hearing distinct phonemes (so that they can be recognized as text on a page), particularly so-called blends such as |bl| or |spr|, require processing at up to 40 sounds a second. This is far more demanding that the processing required for spoken language -- hearing words as whole sounds not broken down into phonemes.
Phonological processing for reading requires these specific skill

·         Auditory discrimination: the ability to recognize differences in phonemes (sounds). This includes the ability to identify words and sounds that are similar and those which are different.

·         Auditory memory: the ability to store and recall information which was given verbally. An individual with difficulties in this area may not be able to follow instructions given verbally or may have trouble recalling information from a story read aloud.

·         Auditory sequencing: the ability to remember or reconstruct the order of items in a list or the order of sounds in a word or syllable. One example is saying or writing "ephelant" for "elephant."

·         Auditory blending: the process of putting together phonemes to form words. For example, the individual phonemes "c", "a", and "t" are blended to form the word "cat".

Auditory processing related reading difficulties often linger for a lifetime because these essential cognitive skills are typically not addressed at school. They are deep seated auditory processing disorders that cannot be corrected by word lists and other conventional methods.

The advantages and dis advantages of audio learning

The advantages and dis advantages of audio learning
The advantages that can be gained from auditory learning include well-developed listening and presentation skills, and the disadvantages of this learning method include auditory distractions and difficulty with detailed written material. Auditory learners excel in interactive approaches to learning that involve storytelling, role-playing and dialogue. This style of learning also facilitates passive learning activities, such as listening to a lecture while driving or exercising. The challenges that are experienced by auditory learners include processing large amounts of detailed written information or instructions. Greater sensitivity to sound also exists for auditory learners, sometimes making it difficult to concentrate in noisy environments.
Auditory learning methods include listening to and verbalizing information. Listening to a lecture and discussing the information in a study group is one example of this learning style. Engaging in storytelling activities that reinforce material is a common learning method. Auditory learners typically solve problems by working through issues out loud. The advantages of this learning style when studying a new language include greater mastery of pronunciation and the understanding of spoken language through the use of videos, dialogue and role-playing activities.
Other advantages of the auditory learning style are the abilities to multitask and to learn in enjoyable ways. Without a great need to read or write down information, an auditory learner can listen to a lecture while driving to work. People who use this learning style can also listen to instrumental music while studying without experiencing much distraction. Creating musical tunes assists this type of learner with memorizing new information. Speaking concepts into a recorder allows the auditory learner to quickly process new ideas that can later be typed out for class assignments.
The challenges of the auditory learning style include processing visual information. Auditory learners typically are slower readers than visual learners. Processing detailed written information might be more challenging for people who learn in this manner, and they might require explanations or discussion. Courses that convey information in the form of graphs and other visual illustrations are sometimes more challenging for auditory learners. When learning a new language, the task of learning how to write a new alphabet or mastering details such as accent mark placement are often more challenging for people who use this learning style.
Other disadvantages of auditory learning are related to sensitivity to both the presence of and the absence of sounds. A learner who is accustomed to hearing and discussing information might have difficulty with silent activities such as test-taking or online learning, which might involve long periods of reading and writing. The presence of some sounds also can be problematic; studying in a noisy coffee shop or while listening to vocal music is sometimes distracting for people who use this learning style.

What is meant by The Auditory Memory ?

What is meant by The Auditory Memory ?

Auditory memory is the ability to process information presented orally, analyze it mentally and store it to be recalled later. Those with a strong capacity for auditory memory are called auditory learners. The ability to learn from oral instructions and explanations is a fundamental skill required throughout life.
Auditory memory is one of the most important learning skills. Children with weak auditory learning skills often have difficulty understanding what words mean, and can show a delayed grasp of language. This is because phonics requires auditory short-term memory for children to remember word sounds and piece them together to form words. Furthermore, since many children learn to read by being read to, those with problems with auditory learning will likely take longer to learn to read, and these delays may be reflected later in life with poor reading and writing skills.
The capacity for auditory memory appears to have a genetic basis. About five percent of the population in developed countries has learning disabilities that hinder auditory learning. The disorder tends to run in families and is commonly shared in identical twins. The disorder has
also been linked to genetic diseases and developmental disorders.
Parents can test a child’s auditory short-term memory by testing their ability to repeat a sequence of numbers back to the tester. Begin by saying a sequence of four simple numbers, for example 5-2-8-4, and ask the child to repeat the sequence back. If the child is successful, increase the test sequence to five numbers, and continue until the child is no longer able to repeat the sequence correctly 75% of the time on their first try. Children should have the ability to repeat six or more digits in order to have the capacity to learn phonics.
Auditory memory skills can be developed through a number of exercises. Parents looking to develop auditory learning skills in their children can employ a number of simple practices throughout the day. For example, they can ask their children to repeat spoken messages out loud, as well as repeat important information such as their phone number and address to commit them to auditory memory. Parents can also play memory games with their children, such as clapping a rhythm and asking the child to repeat the sequence. Children may also enhance their auditory learning skills by learning word associations and categorizations of words and objects.
Developing auditory skills is not limited to only young children. Older children and adults can sharpen their short-term auditory memory by interpreting verbal cues into written notes. Additionally, they can read a sentence or paragraph from a book and explain the content in their own words or practice repeating sentences verbatim

What is Audio Learning ?

Audio learning means using audio books, courses and podcasts to become more knowledgable and fulfilled. We like to refer to this as Learning Out Loud. There are thousands of resources out there that allow you to learn about anything you're interested in. This page will introduce you to some of the best audio learning resources out there.

Why I Love Audio Learning

1. With an iPod or other portable device it's easy to take multiple books with you wherever you go. Just try taking 10 real books with you on your next plane flight.
2. It's tough to find the time to read these days. Audio learning allows you to finally "read" all the stuff you wanted to but never had the time for.
3. You're going to be stuck in traffic for a good chunk of your life. Why not use that time productively?
4. Some things (e.g., foreign languages) are way easier to learn on audio than through books.
5. Some experiences can't be duplicated in print. I mean, you can read the text of Martin Luther King's speeches and sermons...but have you ever listened to them? Wow...

What is the audio learning ?

Auditory learning is a teaching method that is geared toward students whose learning style is geared more toward the assimilation of information through hearing rather than by sight. While the vast majority of people tend to be primarily visual in the way they relate to the world around them, audio stimulation is often employed as a secondary means of encountering and absorbing knowledge. For a small percentage of people, auditory learning surpasses visual stimuli and serves as the primary learning method, with  visual learning becoming secondary.

Auditory learning appeals to individuals who are able to encounter and retain information that is delivered in some type of verbal presentation. Rather than making use of reading or other types of visual tools to learn, a person who is primarily auditory in their learning capacity will absorb much more data by encountering the information via a lecture, speech or even an audio recording.

Identifying people who learn by hearing is not a difficult task. Often, these people tend to recount past experiences with an emphasis on what they heard rather than what they saw. A person who is a good candidate for auditory learning will also often compliment any attempts at responding to the visual presentation of data by introducing some type of  auditory stimulation in the background. For example, the student who is able to read an assignment more efficiently by having a radio playing in the background is highly likely to be auditory.

Many teaching methods today incorporate various methods that make it possible to connect with people who learn orally as well as those who learn visually. This recognition of different  learning styles is actually to the benefit of the student. Learning methods that contain elements of both sight and sound make it possible for visual as well as auditory learning to take place in the same environment.

Auditory learning often includes opportunities for persons who are primarily auditory to learn as quickly as people who are primarily visual. An educator may choose to not only write instructions on a board, but also repeat them verbally for the benefit of auditory learners. Group discussions, reading to the group, and using music and poetry to convey ideas will also benefit auditory learners.

Auditory learning Style 

Auditory learners may have a knack for ascertaining the true meaning of someone's words by listening to audible signals like changes in tone. When memorizing a phone number, an auditory learner will say it out loud and then remember how it sounded to recall it. Does any of this sound like you?
Look over these traits to see if they sound familiar to you. You may be an auditory learner if you are someone who:

• Likes to read to self out loud.
• Is not afraid to speak in class.
• Likes oral reports.
• Is good at explaining.
• Remembers names.
• Notices sound effects in movies.
• Enjoys music.
• Is good at grammar and foreign language.
• Reads slowly.
• Follows spoken directions well.
• Can't keep quiet for long periods.
• Enjoys acting, being on stage.
• Is good in oral reports .

Auditory Learners Can Benefit from:

• Using word association to remember facts and lines.
• Recording lectures.
• Watching videos.
• Repeating facts with eyes closed.
• Participating in group discussions.
• Using audiotapes for language practice.
• Taping notes after writing them.

Worst test type: Reading passages and writing answers about them in a timed test.
Best test type:
Auditory Learners are good at writing responses to lectures they've heard. They're also good at oral exams.

“The Importance of Audio Visual Materials in Teaching and Learning English

 Are you an auditory learner?  If you listen to foreign language tapes or CD’s under your pillow at night before an exam, chances are, if you are an auditory learner, you will do quite well on the test! Do you even know what kind of learner you are? Perhaps, you are a combination of an auditory and visual learner.  Do you learn quicker if a kin esthetic approach is used?  In other words, are you a “hands-on” person?  You probably learn by “doing”, rather than passively listening. Children that are these types of learners, do very well in Learning Centers that were prevalent in the 1960’s and have come full-circle! Some educators think that they are a waste of time, where they like whole group instruction better than breaking children into groups; regardless, whether these centers are visible in the classroom or not, they might very well be 

tactile/kinesthetic learners, even outside the classroom.

Do you have to be shown something repeatedly before you “catch on”?  Can you learn by merely reading directions?  Reading does not make you a visual learner; visually, you need to be shown.  If students are given audio visual materials in combination with visual stimulation, such as a video, they may or may not learn better than if given just audio. Chances are that when they are just listening, they will focus and use their imagination more, such as the task of their listening to a story on tape, or an E-book, but the combination of the two learning tools, audio and visual will enhance their learning, most of the time. 

Students will not only hear but also see and make a connection.   They will remember what they have seen and recall is so important. Collectively, the audio visual learner will recall the words of songs?  What implication is this for life?  That learner will remember phone numbers, formulas, and recall names, with the latter being important in social and business situations. Since auditory learners are good listeners, they generally work well in groups, because they have the skill of explaining well to others.  If that learning style is combined with visual characteristics, then one style is used in conjunction with the other.  Mere visual learners often find it difficult to study; they may not understand what concepts are and have difficulty in processing

  information, therefore they must take notes.  They have to copy, write, outline, write spelling words in the air, have flash cards to be drilled, and watch videos. It is important to understand how the visual learner learns in order to understand how the auditory/visual learner absorbs information.  When the strategies above are used in conjunction with listening, recall is that much easier; in fact, rote learning and drilling doesn’t help them understand the process in which they learn, but rather, the concept of using auditory skills aides in their understanding.  It is fine to memorize the periodic table or multiplication tables when using auditory aides but the use of both styles enables the auditory/visual pupil to make sense of it all.

Audio visuals are useful for most students, regardless of their learning characteristics, when used together.  Think of watching a movie and while remembering the lines might not be prevalent to a discussion afterwards, the concepts which the words were used as tools, would be highly effective and important.  Merely using audio tools, while imagination is crucial, might change the author’s purpose in one’s eye and the viewer’s perception, substantially.  Interpretation, separate from mere opinion, would wane, when audio and visualization are coerced together. Transmitting and communicating information would have a very different 

outcome.

An educator’s in-depth studying would be beneficial in understand the research of various scholars. It is recommended that the following research be read, then digested, so that as an educator, one would become for cognizant of their own understanding of learning, to be passed down to students, whether elementary or university-level learners.   (May, C. R., May, B. A., Rogers, B. G. and Ensworth, L. C. , 2008-10-15 "The Learning Styles of Prospective Elementary Education Teachers and Implications for Teacher Education" Paper presented at the annual meeting of the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus,