Environmental noise affects our daily functioning in many ways, and the cognitive, motivational, and emotional effects of noise are intertwined. Our task performance under noisy conditions depends on our ability to cope with the noise and our cognitive resources. The process of (failed) coping may wear us out cognitively, lead to learned helplessness, and, consequently, alter the motivation to persist in a task. The direct effect of irrelevant sounds on cognitive functioning in children is relatively well-established, however, the research on the framework of learned helplessness is limited when it comes to children. Learned helplessness can give more insight into effects of environmental noise on learning and child development and how the effects of short-term and long-term exposure interact. A systematic literature review is performed to assess to what extent the current evidence addresses the (interaction) effects of the sound environment on cognition and learned helplessness as measured by motivation in children and young adults up to the age of 21. The search resulted in 8 included papers that addressed both cognition and learned helplessness in their research. The included papers study children between 8–13 years old and show evidence for a relation between environmental noise, cognition, and helplessness individually, but none study a possible interaction. Based on the individual study designs, it could be hypothesized that cognitive fatigue may play a role in the interaction. Studies that conducted motivation tasks after cognitive tasks found stronger effects than those that conducted tasks in a random order. More research is needed using the same methods in different age groups to further assess the interaction between cognition and learned helplessness in relation to the sound environment.

Rapid and intrusive spatial adjustments in common spaces are increasingly questioned by the awareness of citizens demanding higher quality standards. This study aims to understand the use of common space by identifying how the sound environment affects the functions of space and the interaction with other environmental and spatial variables. Is there a certain sound environment required or that should be avoided when designing a space for a specific activity? In situ evaluations with regular users were collected in nine common spaces in Gothenburg, Sweden, conducting sound recordings and questionnaires. Site selection responded to the purpose of the analysed places, the noise level (LAeq) of the city road traffic noise map, and the number of activities suggested by the city sociotope maps. The analyses revealed that certain activities could be identified from LAeq values. Discriminant functions with respect to sound levels primarily identified a tranquil/restorative vibrant dimension, where the highest noise levels tend to be at the most vibrant end. Other results showed that a considerable variability of overall and visual quality judgements came from the variability in sites. These quality assessments were highly correlated, allowing both to be analysed as a single attribute. The variability in sound quality was much lower. Notable is the difference between recorded and perceived loudness. In addition, poor sound quality judgement does not seem to correlate with the perception of mechanical sources as the main source of noise.

No abstract

A systematic literature review was conducted to investigate which objective noise indicators related to various noise sources (i.e., aircraft, road-traffic, and ambient noise) are the best predictors of non-auditory health-effects in children. These relationships are discussed via a conceptual framework, taking into account main parameters such as the type of noise source, the exposure locations and their environments, the type of noise indicators, the children’s mediating factors, and the type of non-auditory health effects. In terms of the procedure, four literature databases were screened and data was extracted on study design, types of noise sources, assessment method, health-based outcomes and confounders, as well as their associations. The quality of the studies was also assessed. The inclusion criteria focused on both indoor and outdoor environments in educational buildings and dwellings, considering that children spend most of their time there. From the 3337 uniquely collected articles, 36 articles were included in this review based on the defined inclusion and exclusion criteria. From the included literature, it was seen that noise exposure, assessed by energetic indicators, has significant associations with non-auditory health effects: psychophysiological, cognitive development, mental health and sleep effects. Percentile and event-based indicators provided significant associations to cognitive performance tasks and well-being dimension aspects.

No abstract