Intelligibility in classroom noise for young school aged children
Keywords:Acoustic noise, Audition, Behavioral research, Linguistics, Signal to noise ratio, Psychoeducational development, Psychosocial development
AbstractInappropriate classroom noise levels reduce speech intelligibility and compromise psycho-educational and psychosocial development. In this regard, the speech perception abilities of young children was measured using real classroom noise, and how identification accuracy varied for children of different ages was examined in the various listening conditions. Subjects were 40 students from kindergarten to grade 3 classes. Kindergarten and grade 1 children were especially affected by noise, particularly for monosyllables and trisyllables. The performance of these subjects decreased significantly when signal-to-noise ratio (SNR) reached -6 dB, while the performance of graders 2 and 3 significantly declined only when SNR reached -12 dB.
How to Cite
Copyright on articles is held by the author(s). The corresponding author has the right to grant on behalf of all authors and does grant on behalf of all authors, a worldwide exclusive licence (or non-exclusive license for government employees) to the Publishers and its licensees in perpetuity, in all forms, formats and media (whether known now or created in the future)
i) to publish, reproduce, distribute, display and store the Contribution;
ii) to translate the Contribution into other languages, create adaptations, reprints, include within collections and create summaries, extracts and/or, abstracts of the Contribution;
iii) to exploit all subsidiary rights in the Contribution,
iv) to provide the inclusion of electronic links from the Contribution to third party material where-ever it may be located;
v) to licence any third party to do any or all of the above.