Memory models and the measurement of listening

Abstract

Although most persons consider listening an essential communication skill, research in listening has not attracted the attention paid to other communication skills. Part of this neglect is due to definitions of listening, and part is due to some of the problems inherent in measuring listening. So‐called “standard”; methods of measuring listening have been shown to be completely confounded with traditional tests of intelligence. Since memory seems to be a vital part of definitions of listening it might serve as a basis for a new approach to measurement. Memory research indicates that short‐term, short‐term with rehearsal, and long‐term memories are all distinct. Listening tasks were devised which should utilize these three different kinds of memory and were found to be different from one another. To achieve a “comprehensive”; measure of listening, tasks requiring interpretation and concentration were added. All of these tasks were presented on audiotape. The varying subscales were found to be internally reliable, but in test‐retest comparisons, the interpretive task was not sufficiently reliable to be used for research. Validity was assessed by comparing the performance of differing intact groups and by comparison to other assessments of communicative skill.