The present paper provides an overview of research concerning both acute and chronic effects of exposure to noise on children's cognitive performance. Experimental studies addressing the impact of acute exposure showed negative effects on speech perception and listening comprehension. These effects are more pronounced in children as compared to adults. Children with language or attention disorders and second-language learners are still more impaired than age-matched controls. Noise-induced disruption was also found for non-auditory tasks, i.e., serial recall of visually presented lists and reading. The impact of chronic exposure to noise was examined in quasi-experimental studies. Indoor noise and reverberation in classroom settings were found to be associated with poorer performance of the children in verbal tasks. Regarding chronic exposure to aircraft noise, studies consistently found that high exposure is associated with lower reading performance. Even though the reported effects are usually small in magnitude, and confounding variables were not always sufficiently controlled, policy makers responsible for noise abatement should be aware of the potential impact of environmental noise on children's development.

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Does noise affect learning? A short review on noise effects on cognitive performance in children

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.

We summarize a number of findings in laryngology demonstrating that perturbations of phonation, including increased jitter and shimmer, are associated with desiccated ambient air. We predict that, given the relative imprecision of vocal fold vibration in desiccated versus humid contexts, arid and cold ecologies should be less amenable, when contrasted to warm and humid ecologies, to the development of languages with phonemic tone, especially complex tone. This prediction is supported by data from two large independently coded databases representing 3,700+ languages. Languages with complex tonality have generally not developed in very cold or otherwise desiccated climates, in accordance with the physiologically based predictions. The predicted global geographic–linguistic association is shown to operate within continents, within major language families, and across language isolates. Our results offer evidence that human sound systems are influenced by environmental factors.

https://www.pnas.org/content/pnas/112/5/1322.full.pdf

Climate, vocal folds, and tonal languages: Connecting the physiological and geographic dots

The effects of noise on students’ health, well-being, and learning are of growing concern among both the general public and policy-makers in Europe. Several studies have highlighted the consequences of noise on children’s learning and performance at school. This study investigates the relationship between noise judgment in school goers aged 11–18 and noise measurements aimed at evaluating their exposure at school. For this purpose, a questionnaire was administered to 521 individuals in 28 classrooms in eight schools of four cities in Italy, with different environmental characteristics. Using a Likert-type scale, a selected set of responses related to noise generated an Annoyance Index (AI) score for each student and a classroom median score (MAI). From the noise data acquired, a global noise score (GNS) was assigned to each classroom. A higher AI was found in industrialized areas and among younger students. No significant differences in noise judgment were found by gender. A significant inverse correlation was described between MAI and GNS, thus the better the acoustic quality of the classrooms, the less the perceived noise and annoyance. The results show that noise perception and consequent disturbance are highly correlated with classroom acoustics, and confirm that annoyance represents the most widespread subjective response to noise.

Annoyance Judgment and Measurements of Environmental Noise: A Focus on Italian Secondary Schools

The potential effects of acoustical environment on speech understanding are especially important as children enter school where students’ ability to hear and understand complex verbal information is critical to learning. However, this ability is compromised because of widely varied and unfavorable classroom acoustics. The extent to which unfavorable classroom acoustics affect children’s performance on longer learning tasks is largely unknown as most research has focused on testing children using words, syllables, or sentences as stimuli. In the current study, a simulated classroom environment was used to measure comprehension performance of two classroom learning activities: a discussion and lecture. Comprehension performance was measured for groups of elementary-aged students in one of four environments with varied reverberation times and background noise levels. The reverberation time was either 0.6 or 1.5 s, and the signal-to-noise level was either +10 or +7 dB. Performance is compared to adult subjects as well as to sentence-recognition in the same condition. Significant differences were seen in comprehension scores as a function of age and condition; both increasing background noise and reverberation degraded performance in comprehension tasks compared to minimal differences in measures of sentence-recognition.

Experimental investigation of the effects of the acoustical conditions in a simulated classroom on speech recognition and learning in children

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.

Objectives The purpose of this study was to determine how combinations of reverberation and noise, typical of environments in many elementary school classrooms, affect normal-hearing school-aged children's speech recognition in stationary and amplitude-modulated noise, and to compare their performance with that of normal-hearing young adults. In addition, the magnitude of release from masking in the modulated noise relative to that in stationary noise was compared across age groups in nonreverberant and reverberant listening conditions. Last, for all noise and reverberation combinations the degree of change in predicted performance at 70% correct was obtained for all age groups using a best-fit cubic polynomial. Design Bamford-Kowal-Bench sentences and noise were convolved with binaural room impulse responses representing nonreverberant and reverberant environments to create test materials representative of both audiology clinics and school classroom environments. Speech recognition of 48 school-aged children and 12 adults was measured in speech-shaped and amplitude-modulated speech-shaped noise, in the following three virtual listening environments: nonreverberant, reverberant at 2 m, and reverberant at 6 m. Results Speech recognition decreased in the reverberant conditions and with decreasing age. Release from masking in modulated noise relative to stationary noise decreased with age and was reduced by reverberation. In the nonreverberant condition, participants showed similar amounts of masking release across ages. The slopes of performance-intensity functions increased with age, with the exception of the nonreverberant modulated masker condition. The slopes were steeper in the stationary masker conditions, where they also decreased with reverberation and distance. In the presence of a modulated masker, the slopes did not differ between the two reverberant conditions. Conclusions The results of this study reveal systematic developmental changes in speech recognition in noisy and reverberant environments for elementary-school-aged children. The overall pattern suggests that younger children require better acoustic conditions to achieve sentence recognition equivalent to their older peers and adults. In addition, this is the first study to report a reduction of masking release in children as a result of reverberation. Results support the importance of minimizing noise and reverberation in classrooms, and highlight the need to incorporate noise and reverberation into audiological speech-recognition testing to improve predictions of performance in the real world.

Effects of reverberation on speech recognition in stationary and modulated noise by school-aged children and young adults.

A meta-analysis of outcomes of hydration intervention on phonation threshold pressure.

Purpose To determine the feasibility of using a virtual auditory test material to evaluate reverberation and noise effects on speech recognition of pediatric cochlear implant (CI) users and to comp...

Measuring Speech Recognition in Children With Cochlear Implants in a Virtual Classroom

The goal of this study was to reconcile the differences between measures of loudness obtained with continuous, unbounded scaling procedures, such as magnitude estimation and production, and those obtained using a limited number of discrete categories, such as categorical loudness scaling (CLS). The former procedures yield data with ratio properties, but some listeners find it difficult to generate numbers proportional to loudness and the numbers cannot be compared across listeners to explore individual differences. CLS, where listeners rate loudness on a verbal scale, is an easier task, but the numerical values or categorical units (CUs) assigned to the points on the scale are not proportional to loudness. Sufficient CLS data are now available to assign values in sones, a scale proportional to loudness, to the loudness categories. As a demonstration of this approach, data from Heeren, Hohmann, Appell, and Verhey [J. Acoust. Soc. Am. 133, EL314–EL319 (2013)] were used to develop a CUsone metric, whose valu...

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Marcin Wróblewski

Papers

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

Effects of reverberation on speech recognition in stationary and modulated noise by school-aged children and young adults.

A meta-analysis of outcomes of hydration intervention on phonation threshold pressure.

Measuring Speech Recognition in Children With Cochlear Implants in a Virtual Classroom

Deriving loudness growth functions from categorical loudness scaling data.