Have you heard the expression: It goes in one ear and, on the other. Individuals optimal auditory working memory, this is pretty close to the truth.
We auditory working memory (AWM), exactly? This is one part of the two part system memory. One part of the visual-spatial sketchpad, and the other is a verbal loop, often called the phonological loop. The latter is what is generally referred to as AWM. The relevant information is held in this hearing "storage" until the completion of cognitive activities (eg multi-step math problems or remembering the performance of the teacher long enough to relevant information written in the notes.)
If information comes to our auditory system, we must actively try what we have heard, because this information is broken down quickly after a few seconds. In order to repeat the information ourselves, we should use selective attention, filtering out irrelevant sounds, to attend the relevant information at your fingertips. Research has shown that short-term memory is low, you have a hard time choosing what you want to hear. In other words, selective attention does not work so well if AWM is low.
AWM critical in all academic subject because it affects the reading, reading comprehension, mathematics and performance. It is also important problem, because you have to keep the problem in the short-term memory long enough to understand it.
What is the behavioral profile of children with low AWM? In the classroom, teachers described these children are inattentive, easily distracted, forgetting what they have learned, forgetting instructions to carry out tasks not so careless mistakes and did not succeed in solving problems.
If you think this sounds like attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD), you're not the only one. A great deal of research in recent years has shown that low-auditory working memory is indeed associated with ADD / ADHD. Interestingly, some research has shown that stimulant medications may increase the human auditory-verbal and visual-spatial working memory. However, no long-term benefit. In other words, it improves the working memory only so long as the drug in the system.
One approach that has been used to help students with low short-term memory material is taught in a way that is less demand, especially in the AWM. While this helps students in specific courses that do not benefit the long-term working memory. By contrast, the purpose of the program is to improve AWM (visual and spatial memory) have shown long-term benefit to the point of actually increase fluid intelligence (the ability to reason quickly and abstract thinking)!
These programs have been successfully used in individuals with schizophrenia, traumatic brain injury, dyslexia and ADD / ADHD. Most programs consist of strategies designed to "train your brain." This is much like training the muscles and the cardiovascular and exercise. This requires frequency, intensity and duration. In case auditory working memory, at least 2-3 hours each week for many months normally brings significant working memory, sometimes multistage level.