The effects of classroom noise and background speech on speech perception, measured by word-to-picture matching, and listening comprehension, measured by execution of oral instructions, were assessed in first- and third-grade children and adults in a classroom-like setting. For speech perception, in addition to noise, reverberation time (RT) was varied by conducting the experiment in two virtual classrooms with mean RT = 0.47 versus RT = 1.1 s. Children were more impaired than adults by background sounds in both speech perception and listening comprehension. Classroom noise evoked a reliable disruption in children's speech perception even under conditions of short reverberation. RT had no effect on speech perception in silence, but evoked a severe increase in the impairments due to background sounds in all age groups. For listening comprehension, impairments due to background sounds were found in the children, stronger for first- than for third-graders, whereas adults were unaffected. Compared to classroom noise, background speech had a smaller effect on speech perception, but a stronger effect on listening comprehension, remaining significant when speech perception was controlled. This indicates that background speech affects higher-order cognitive processes involved in children's comprehension. Children's ratings of the sound-induced disturbance were low overall and uncorrelated to the actual disruption, indicating that the children did not consciously realize the detrimental effects. The present results confirm earlier findings on the substantial impact of noise and reverberation on children's speech perception, and extend these to classroom-like environmental settings and listening demands closely resembling those faced by children at school.

Although accumulating evidence over the past two decades points towards noise as an ambient stressor for children, all of the data emanate from studies in high-intensity, noise impact zones around airports or major roads. Extremely little is known about the nonauditory consequences of typical, day-to-day noise exposure among young children. The present study examined multimethodological indices of stress among children living under 50 dB or above 60 dB (A-weighted, day-night average sound levels) in small towns and villages in Austria. The major noise sources were local road and rail traffic. The two samples were comparable in parental education, housing characteristics, family size, marital status, and body mass index, and index of body fat. All of the children were prescreened for normal hearing acuity. Children in the noisier areas had elevated resting systolic blood pressure and 8-h, overnight urinary cortisol. The children from noisier neighborhoods also evidenced elevated heart rate reactivity to a discrete stressor (reading test) in the laboratory and rated themselves higher in perceived stress symptoms on a standardized index. Furthermore girls, but not boys, evidenced diminished motivation in a standardized behavioral protocol. All data except for the overnight urinary neuroendocrine indices were collected in the laboratory. The results are discussed in the context of prior airport noise and nonauditory health studies. More behavioral and health research is needed on children with typical, day-to-day noise exposure.

Although the evidence of adverse impacts of ambient noise exposure on reading acquisition in children is rather strong, a less consistent picture results from attention and memory studies in children chronically exposed to ambient noise levels. This study incorporated three cognitive measures in 4th-grade schoolchildren ( N = 123). The sample was carefully selected from a representative sample by stratification on residential noise and parental educational level. The two sociodemographically homogeneous samples differed only in their noise exposure range ( M = 46.1 Ldn vs. M = 62 Ldn). Individual testing took place in a mobile, sound-attenuated laboratory after prescreening for hearing loss. Chronic noise exposure was significantly related to both intentional and incidental memory. Recognition memory was also worse for the chronically noise-exposed children. No effects of chronic noise exposure were seen on visual search performance. These noise effects occur at lower, more typical noise levels as found in residential areas in Europe and North America in contrast to prior noise and cognition effects around airports and other loud noise sources.

One hundred and ninety residents around Frankfurt Airport (46% female; 17-80 years) were interviewed concerning noise annoyance due to transportation noise (aircraft, road traffic), perceived mental and physical health, perceived environmental quality, and noise sensitivity. The aim of the analyses was to test whether noise sensitivity reflects partly general environmental sensitivity and is associated with an elevated susceptibility for the perception of mental and physical health. In this study, the reported physical and mental health variables were not associated with noise exposure but with noise annoyance, and were interpreted to reflect nonspecific codeterminants of annoyance rather than noise effects. Noise sensitivity was found to influence total noise annoyance and aircraft noise annoyance but to a lesser degree annoyance due to road traffic noise. Noise sensitivity was associated with reported physical health, but not with reported mental health. Noise-sensitive persons reported poorer environmental quality in their residential area than less sensitive persons in particular with regard to air traffic (including the facets noise, pollution, and contaminations) and quietness. Other aspects of the perceived quality of the environment were scarcely associated with noise sensitivity. This indicates that noise sensitivity is more specific and a reliable predictor of responses to noise from the dominant source (in this case air traffic) rather than a predictor of the individual perception of the environmental quality in general.

The effects of background noise of moderate intensity on short-term storage and processing of verbal information were analyzed in 6 to 8 year old children. In line with adult studies on "irrelevant sound effect" (ISE), serial recall of visually presented digits was severely disrupted by background speech that the children did not understand. Train noises of equal Intensity however, had no effect. Similar results were demonstrated with tasks requiring storage and processing of heard information. Memory for nonwords, execution of oral instructions and categorizing speech sounds were significantly disrupted by irrelevant speech. The affected functions play a fundamental role in the acquisition of spoken and written language. Implications concerning current models of the ISE and the acoustic conditions in schools and kindergardens are discussed.