Auditory, visual and auditory-visual memory and sequencing performance in typically developing children (Record no. 17913)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02560caa a2200229 4500 |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 1872-8464 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Roshni Pillai |
| 245 #0 - TITLE STATEMENT | |
| Title | Auditory, visual and auditory-visual memory and sequencing performance in typically developing children |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017 |
| 270 ## - ADDRESS | |
| Address | Department of Audiology, All India Institute of Speech & Hearing, Manasagangothri, Mysuru 570006, India |
| 270 ## - ADDRESS | |
| Electronic mail address | asha_yathiraj@rediffmail.com |
| 270 ## - ADDRESS | |
| Electronic mail address | roshnipillaislp@gmail.com |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 23-34 |
| 490 ## - SERIES STATEMENT | |
| Volume/sequential designation | Volume 100 Issue 9 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Objective : The study evaluated whether there exists a difference/relation in the way four different memory skills (memory score, sequencing score, memory span, & sequencing span) are processed through the auditory modality, visual modality and combined modalities.Methods:Four memory skills were evaluated on 30 typically developing children aged 7 years and 8 years across three modality conditions (auditory, visual, & auditory-visual). Analogous auditory and visual stimuli were presented to evaluate the three modality conditions across the two age groups.Results:The children obtained significantly higher memory scores through the auditory modality compared to the visual modality. Likewise, their memory scores were significantly higher through the auditory-visual modality condition than through the visual modality. However, no effect of modality was observed on the sequencing scores as well as for the memory and the sequencing span. A good agreement was seen between the different modality conditions that were studied (auditory, visual, & auditory-visual) for the different memory skills measures (memory scores, sequencing scores, memory span, & sequencing span). A relatively lower agreement was noted only between the auditory and visual modalities as well as between the visual and auditory-visual modality conditions for the memory scores, measured using Bland-Altman plots.Conclusions:The study highlights the efficacy of using analogous stimuli to assess the auditory, visual as well as combined modalities. The study supports the view that the performance of children on different memory skills was better through the auditory modality compared to the visual modality. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Modality effect, Memory score, Sequencing score, Memory span, Sequencing span |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Asha Yathiraj |
| 773 ## - HOST ITEM ENTRY | |
| Main entry heading | International Journal of Pediatric Otorhinolaryngology |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1016/j.ijporl.2017.06.010 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Faculty Publications |
| -- | FJAS |
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