Auditory Localization

Auditory localization Aural localization is the ability to recognize the position of sound (Goldstine, 2002). There are many practical reasons to study auditory positioning. For example, previous studies have shown that visual cues are necessary to find a specific sound (Culling, 2000). But the blind man does not have a vision to help him find his own voice. Therefore, the ability to find sounds based solely on hearing is important. It is also important to study different auditory processes.

There are several subregions in hearing. "These include auditory discrimination, auditory association, auditory closure, auditory memory, auditory localization, and auditory graphics - recognition of the ground." If there is a problem with one or more of these areas, some form of Hearing disorder arises. The hearing association may be the most important field of hearing function. This is the ability to associate specific environmental sounds and spoken words and meanings. Therefore, losing this ability makes it impossible to understand words. In addition, individuals will not be able to associate certain sound combinations with appropriate indicators. " The final result of the discontinuation form of the auditory association is "the ability to manipulate symbolic thoughts decreases." Therefore, it leads to so-called auditory aphasia (Mencher, Gerber and McCombe, 1992).

Auditory-perceptual auditory perception includes the ability to detect certain auditory features such as change in volume, identification of vowels or consonants, and identification of non-intelligent sound (eg ringtones from buzzer sound). Next, in the school environment, students need to be able to distinguish different sounds, identify the same or different spoken words, and listen to the sound in order. Perception - athletic ability. Most evaluations include one or more measurements of perceptual motor skills. Many educators believe that perceptual or visual exercise problems are often associated with learning problems and should therefore be included in most evaluation batteries (Salvia & Ysseldyke, 1991). Historically, emotional testing -