Auditory Processing Skills, Coding Strategies and Learning Processes of the Preparatory School Blind and the Sighted Students

The present study aims to identify the level of auditory processing skills for the blind andsighted, the differences between them in learning processes, strategies coding and determine therelationship between the auditory processing skills, coding strategies and learning processes. The studywas applied on 27 blind, 66 sighted out of second and third Preparatory School student in Mansoura city.Three measures used, descriptive and statistical methods were applied. The results showed that, all auditory processing skills for blind and sighted were above the level. Except the auditory memory capacity, there were significant differences between blind and sighted in direction to sight in skills of auditory: closure, interrelation and comprehension. As well as directed to blind in skills of auditory memory capacity, phonological awareness, distinctive between shape and ground and sentence memory. There was significant differences between sighted and the blind in the direction to sighted in strategies based on imagination, while to blind in organization. There were significant differences between sighted and blind in direction to sight in some learning processes. Positive correlation between the auditory processing skills, learning processes and coding strategies was obrained.

The Recall of Information from Working Memory

We describe and evaluate a recall reconstruction hypothesis for working memory (WM), according to which items can be recovered from multiple memory representations. Across four experiments, participants recalled memoranda that were either integrated with or independent of the sentence content. We found consistently longer pauses accompanying the correct recall of integrated compared with independent words, supporting the argument that sentence memory could scaffold the access of target items. Integrated words were also more likely to be recalled correctly, dependent on the details of the task. Experiment 1 investigated the chronometry of spoken recall for word span and reading span, with participants completing an unfinished sentence in the latter case. Experiments 2 and 3 confirm recall time differences without using word generation requirements, while Experiment 4 used an item and order response choice paradigm with nonspoken responses. Data emphasise the value of recall timing in constraining theories of WM functioning.