02560caa a2200229   4500008004100000022001400041100001800055245010800073260000900181270010800190270003300298270003000331300001000361490002400371520169500395653008202090700001802172773005902190856004902249942001502298999001702313210629s9999    xx            000 0 und d  a1872-8464  aRoshni Pillai 0aAuditory, visual and auditory-visual memory and sequencing performance in typically developing children  c2017  aDepartment of Audiology, All India Institute of Speech & Hearing, Manasagangothri, Mysuru 570006, India  masha_yathiraj@rediffmail.com  mroshnipillaislp@gmail.com  a23-34  vVolume 100  Issue 9  aObjective : 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.  aModality effect, Memory score, Sequencing score, Memory span, Sequencing span  aAsha Yathiraj  aInternational Journal of Pediatric Otorhinolaryngology  uhttps://doi.org/10.1016/j.ijporl.2017.06.010  cFJASyFJAS  c17913d17913