Speech Intelligibility of Young School-Aged Children in the Presence of Real-Life Classroom Noise

Jamieson, Donald G.; Kranjc, Garry; Yu, Karen; Hodgetts, William E.

doi:10.3766/jaaa.15.7.5

Cited by 109 publications

(84 citation statements)

References 13 publications

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“…One side effect of literacy could be that it helps readers to specify phonological representations in order to overcome difficulties in speech perception in noisy environments. Indeed, in a recent study, Jamieson, Kranjc, Yu, and Hodgetts (2004) demonstrated a qualitative jump from relatively poor speech intelligibility in noise in kindergarten and Grade 1 to relatively good speech intelligibility in Grades 2 and 3. Obviously, one of the major changes between Grades 1 and 2 is the acquisition of literacy.…”

Section: Discussionmentioning

confidence: 99%

Orthographic facilitation and phonological inhibition in spoken word recognition: A developmental study

Ziegler¹,

Muneaux²

2007

Psychonomic Bulletin & Review

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Section: Discussionmentioning

confidence: 99%

Orthographic facilitation and phonological inhibition in spoken word recognition: A developmental study

Ziegler¹,

Muneaux²

2007

Psychonomic Bulletin & Review

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“…An improved understanding of the development of SRM in children with normal hearing (NH) is important because they experience much difficulty when listening to speech in competing sounds (Elliott et al, 1979;Byrne, 1983;Jamieson et al, 2004). This knowledge is also important for examining the impact of the presence of hearing loss on the development of SRM in hearing-impaired children and for developing strategies to alleviate difficulties encountered by them in real life (Ching et al, 2010;Scollie et al, 2010a).…”

Section: Introductionmentioning

confidence: 99%

Spatial release from masking in normal-hearing children and children who use hearing aids

Ching

Wanrooy

Dillon

et al. 2011

The Journal of the Acoustical Society of America

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Listening to speech in competing sounds poses a major difficulty for children with impaired hearing. This study aimed to determine the ability of children (3-12 yr of age) to use spatial separation between target speech and competing babble to improve speech intelligibility. Fifty-eight children (31 with normal hearing and 27 with impaired hearing who use bilateral hearing aids) were assessed by word and sentence material. Speech reception thresholds (SRTs) were measured with speech presented from 0 azimuth, and competing babble from either 0 or 690 azimuth. Spatial release from masking (SRM) was defined as the difference between SRTs measured with co-located speech and babble and SRTs measured with spatially separated speech and babble. On average, hearingimpaired children attained near-normal performance when speech and babble originated from the frontal source, but performed poorer than their normal-hearing peers when babble was spatially separated from target speech. On average, normal-hearing children obtained an SRM of 3 dB whereas children with hearing loss did not demonstrate SRM. Results suggest that hearing-impaired children may need enhancement in signal-to-noise ratio to hear speech in difficult listening conditions as well as normal-hearing children.

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“…In addition, self-reported mental well-being has been rated lower by children exposed to higher levels of community noise (7). In the pedagogic field, noise, defined as unwanted sound, has well-known negative effects on hearing ability in schools (8). Noise also affects concentration (9, 10), performance (11), reading, and memory (12)(13)(14).…”

mentioning

confidence: 99%

Physiological and psychological stress reactions in relation to classroom noise

Wålinder

Gunnarsson²,

Runeson³

et al. 2007

Scand J Work Environ Health

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Objectives This study tested the hypothesis that classroom noise is related to stress reactions among primary school children. Stress was monitored via symptoms of fatigue and headache, systolic blood pressure, reduced diurnal cortisol variation, and indicators of emotional distress.Methods In three classrooms of pupils in the fourth grade (10 years of age), daily measurements of equivalent sound levels (Leq) were made during 4 weeks, evenly distributed from September to December. One day each week of the study, the pupils answered a questionnaire about disturbance and symptoms, and blood pressure and salivary cortisol were measured. In the first and fourth week, the children also performed a standardized drawing test concerning emotional indicators.Results Daily measurements of equivalent sound levels in the classes (Leq during schoolday) ranged from 59 to 87 dB(A). Equivalent sound-levels were significantly related to an increased prevalence of symptoms of fatigue and headache and a reduced diurnal cortisol variability. Blood pressure and emotional indicators were not significantly related to sound levels.Conclusions Current sound levels in Swedish classrooms may have a negative health impact, being directly or indirectly related to stress reactions among children. This finding indicates that noise should be focused on as a risk factor in the school environment.

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Speech Intelligibility of Young School-Aged Children in the Presence of Real-Life Classroom Noise

Cited by 109 publications

References 13 publications

Orthographic facilitation and phonological inhibition in spoken word recognition: A developmental study

Orthographic facilitation and phonological inhibition in spoken word recognition: A developmental study

Spatial release from masking in normal-hearing children and children who use hearing aids

Physiological and psychological stress reactions in relation to classroom noise

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