The phrase "auditory material" is correct and usable in written English.
It can be used to refer to any content or resources that are designed to be heard, such as audio recordings, lectures, or sound files.
Example: "The teacher provided various auditory materials to enhance the students' listening skills in the language class."
Alternatives: "audio content" or "sound resources".
Therefore, a better memory performance for visual compared to, e.g., auditory material is assumed.
According to this theory, a self-reported visual learner learns best through visual content, while an auditory learner finds visual content less helpful than auditory material.
Information architecture presupposes a limited working memory capacity to deal with visual and auditory material and a long-term memory able to hold mental representations that vary in their degree of automation.
Experiments 2 and 3 employed a fairly novel context design that enabled us to compare ERPs evoked by identical auditory material to differing contextual expectations: Experiment 2 focussed on constructions in which an inanimate Actor acts upon an inanimate Undergoer, whereas Experiment 3 examined whether and how a preceding context modulates the prediction for an ideal Actor.
The didactic video/.ppt resource prepared for Ngāti Rangi Iwi is a continuous process, a compilation of visual and auditory material to provide insight into knowledge platforms uniting Ngāti Rangi historical and intellectual tenets, code of conservation beliefs and practices, and Geosciences.
When kids have difficulty focusing on written or auditory material, sitting still for more than a few minutes, and waiting for their turn to speak -- school and homework are incredibly frustrating.
"So they learn much better from visual materials than auditory materials or other learning styles.
More recent theories of verbal working memory have proposed an important contribution from processes involved in serial ordering of incoming auditory materials [33].
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> Auditory materials consisted of fragments from the classical repertoire that expressed a happy or a sad tone and are described and validated in Peretz et al. (1998).
Finally, we expected that, compared with pretending to know and correct rejection, false recognition would be associated with greater activity in the medial temporal lobe structures responsible for subjective familiarity and with no reactivation of regions involved in the sensory processing of auditory materials.
