Date of Award

4-5-2021

Document Type

Honors Thesis

Department

Communication Sciences & Disorders

First Advisor

Coles White

Abstract

This study aimed to determine whether time spent on technology impacts the developing auditory or visual memory in school-aged children. A survey was completed with the child participants to acquire a catalog of time spent on both technological devices and non-technological activities. Tests included a visual and auditory memory assessment adapted from the Preschool Language Scales Fifth Edition (PLS-5). The results indicated that there was no significance between the time spent on technology and the visual and auditory memory scores. However, the researchers did find that the auditory mean scores were significantly different from the visual mean scores across the participant’s age range.

Subject Area

Technology; Vision; Hearing; Memory; School children;

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