Objectives:The purpose of this study is to determine how combinations of noise levels and reverberation typical of ranges found in current classrooms will affect speech recognition performance of typically developing children with normal speech, language, and hearing and to compare their performance

Combined effects of noise and reverberation on speech recognition performance of normal-hearing children and adults.

Children between the ages of 4 and 7 and adults were tested in free field on speech intelligibility using a four-alternative forced choice paradigm with spondees. Target speech was presented from front (0°); speech or modulated speech-shaped-noise competitors were either in front or on the right (90°). Speech reception thresholds were measured adaptively using a three-down/one-up algorithm. The primary difference between children and adults was seen in elevated thresholds in children in quiet and in all masked conditions. For both age groups, masking was greater with the speech-noise versus speech competitor and with two versus one competitor(s). Masking was also greater when the competitors were located in front compared with the right. The amount of masking did not differ across the two age groups. Spatial release from masking was similar in the two age groups, except for in the one-speech condition, when it was greater in children than adults. These findings suggest that, similar to adults, young children are able to utilize spatial and/or head shadow cues to segregate sounds in noisy environments. The potential utility of the measures used here for studying hearing-impaired children is also discussed.

Speech intelligibility and spatial release from masking in young children.

Environmental quality of university classrooms: Subjective and objective evaluation of the thermal, acoustic, and lighting comfort conditions

Purpose Speech recognition performance in noise was examined in children with cochlear implants (CIs) when using (a) a second CI (bilateral group), (b) a hearing aid (HA) on the nonimplant ear (bimodal group), and (c) a frequency modulation (FM) system on 1 or both sides. Method While always maintaining use of the first CI, 2 groups participated in 6 conditions each using various listening arrangements with the second CI, HA, or FM system. Speech-in-noise thresholds were determined using simple phrases, classroom noise, and a method-of-limits approach. Results No group differences were detected across any conditions. In the no-FM-system conditions, no significant benefit of bilateral or bimodal input was found relative to a single CI. In the FM-system conditions, thresholds were significantly lower (up to 20 dB) relative to all other conditions when FM-system input was provided to the first-implanted side or to both sides simultaneously. Conclusions Children’s speech-in-noise thresholds did not improve wh...

Speech Recognition in noise in children with cochlear implants while listening in bilateral, bimodal, and FM-system arrangements.

ObjectivesRecently, several studies have shown that a cochlear implant is a suitable treatment for hearing rehabilitation of adults with unilateral sensorineural hearing loss (UHL), and benefits for speech comprehension in noise and localization have been demonstrated. The aim of this clinical study

Unilateral deafness in children: audiologic and subjective assessment of hearing ability after cochlear implantation.

Classrooms are often filled with deterrents that hamper a child’s ability to listen and learn. It is evident that the acoustical environment in classrooms can be one such deterrent. Excessive backg...

Background Noise Levels and Reverberation Times in Unoccupied Classrooms: Predictions and Measurements

The classroom environment is often filled with deterrents that hamper a child’s ability to listen and learn. These deterrents include background noise and reverberation leading to poor signal‐to‐noise ratios that can interfere with learning. By examining the acoustical conditions for speech communication in the classroom, it is evident that the acoustical environment in classrooms can affect the achievement and educational performance of children with sensorineural hearing loss (SNHL), children with normal‐hearing sensitivity who have other auditory learning difficulties, as well as elementary school children with no verbal or hearing disabilities. The purpose of this study was to measure reverberation and background noise levels in 32 different unoccupied elementary classrooms in eight different public school buildings in Central Ohio. These measurements were then compared to the external and internal criteria variables developed [Crandell et al., ‘‘Sound‐Field FM amplification theory and practical applications’’ (1995)] to determine if a relationship existed between classroom background noise levels and reverberation and the building criteria variables. Data were analyzed for overall noise level, reverberation time, and correlation between the reverberation time and internal/external criteria variables.

Heather A. Knecht

Papers

Background Noise Levels and Reverberation Times in Unoccupied Classrooms: Predictions and Measurements

Structual variables and their relationship to background noise levels and reverberation times in unoccupied classrooms