A child functioning below normal often is functioning below where he or she should be because of a physical or environmental problem. “Normal” function is, therefore, a reflection of opportunity. These problems directly affect opportunity. Visual acuity problems, hearing losses, ear infections, allergies, can all affect the quantity and quality of information that our brains receive. The brain learns to see by seeing, and to hear by hearing. If a child’s vision or hearing is impaired, obviously that impairment effects how much they actually see and hear. As a society, we watch a lot more than we listen.Īnother factor affecting opportunity is vision and learning itself. (Some of you may remember Blondie, Amos and Andy, The Lone Ranger, etc., etc.) Since the television moved into the American home, that auditory environment has almost disappeared and become a visual environment. They talked to each other a lot more, they read to each other a lot more, and they listened to radio plays a lot more. becoming a fixture in virtually every home in the country, families spent their time differently. The single factor, which changed our society, was the television. Thirty years ago our society was stronger auditorially today it is stronger visually (with obvious individual differences). In the last 30 years one single factor has altered our ability to process visually and auditorially. Not too surprisingly, our society has changed as to its ability to process visually and auditorially. How well we process what we see and hear is largely a reflection of opportunity. WHAT IS NORMAL?īefore looking at “normal” function, let us begin by understanding what “normal” means. Many of our problems associated with expectations and teaching are related to our lack of knowledge of these two very basic functions of processing what there is to see and hear. Short-term memory represents the actual quantity of information the child takes in through his or her eyes and ears. WHAT DO AUDITORY AND VISUAL DIGIT SPANS MEAN?Īuditory and visual digit spans provide us with knowledge of the child’s auditory and visual short-term memory. The visual digit span is determined the same way. The child’s auditory digit span is the quantity they were able to repeat correctly, and in proper order. Proceed as with the auditory digits, offering reinforcement and 2 attempts at each quantity. When the child is ready, hold up the first card for 3 seconds, put it down, and ask the child what numbers they saw. They are to look at the numbers, and when you put the card down, have them tell you what numbers they saw. You are going to show the child a card with numbers on it. When the materials are prepared, tell the child that you are going to play a game. Proceed by preparing 2 cards with 3 numerals, 2 with 4 numerals, etc. Clearly, with a black felt marker, prepare 2 cards with 2 numbers each numeral should be ½ inch high and separated by ½ inch. With 3×5 inch index cards, prepare your evaluation materials. This evaluation should not be done with a child unless they can easily identify their numbers from 0-9. Testing the visual digit span duplicates the auditory process, with the exception that you show the child the numerals, rather than say the numbers. After each of the child’s responses, verbally reinforce them: (Example, “That’s great!” “Super”, “Terrific, you’re really good at this” etc.) VISUAL SHORT TERM MEMORY Always give the child a second set of numbers when they miss the first sequence, and stop when they have missed 2 sequences of the same quantity. If the child succeeds in repeating the 2 digits, proceed to 3, 4, 5, etc. If the child is unable to repeat this second sequence, stop. If the child was unable to repeat the sequence, give him a second sequence of digits utilizing different numbers. Have the child attempt to repeat the sequence. To test the auditory digit span, the parent should slowly (1 digit per second) say number sequences beginning with 2 digits (Example, 4 – 1 sec.
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HOW TO EVALUATE AUDITORY AND VISUAL SHORT-TERM MEMORY AUDITORY SHORT TERM MEMORY
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