The effect of auditory integration training on the working memory of adults with different learning preferences

The purpose of this study was to determine the effects of auditory integration training (AIT) on a component of the executive function of working memory; specifically, to determine if learning preferences might have an interaction with AIT to increase the outcome for some learners. The question asked by this quantitative pretest posttest design is whether AIT is effective in increasing the speed of a component in working memory and is there a difference for participants with different learning preferences. A combined experimental and ex-post facto design allowed the investigation of the effect of independent on the dependent variables while indicating whether preexisting conditions had an effect. Two independent variables included AIT, which was randomly assigned, and learning preferences, which were non-randomly assigned. The dependent variable was the executive function of working memory. A convenience sample was extracted based on a recruitment posting on Facebook to achieve a target sample size of 160. The central research question which directed this study was whether there would be any changes in working memory of adults following AIT and would there be any difference between adults with different learning preferences? It was observed that the group of adults that were administered with AIT sound files had a higher mean change of score in the measured component of the executive function of working memory as compared to adults who listened to Placebo sound files. Participants with an auditory learning preference showed the highest change of scores, followed by reading-writing, kinesthetic, and finally visual. The ANOVA showed that the change of scores in the executive function of working memory was not significantly different among the four learning preferences and between groups administered with AIT and Placebo sound music. Furthermore, it failed to reject the null hypothesis that there was there was no interaction of AIT and learning preferences on the executive function of working memory of adults after listening to AIT. A post hoc test confirmed the results of the ANOVA test. With regards to pretest and posttest scores, the paired t tests show significant results. This suggested that there were significant gains in the executive function of working memory after undergoing AIT, which may not be attributed to the individual's learning preference.