Intelligibility in classroom noise for young school aged children

Auteurs-es

  • Garry Kranjc Univ of Western Ontario, London, Canada
  • Donald G. Jamieson Univ of Western Ontario, London, Canada

Mots-clés :

Acoustic noise, Audition, Behavioral research, Linguistics, Signal to noise ratio, Psychoeducational development, Psychosocial development

Résumé

Inappropriate 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.

Fichiers supplémentaires

Publié-e

1998-09-01

Comment citer

1.
Kranjc G, Jamieson DG. Intelligibility in classroom noise for young school aged children. Canadian Acoustics [Internet]. 1 sept. 1998 [cité 14 mai 2026];26(3):98-9. Disponible à: https://jcaa.caa-aca.ca/index.php/jcaa/article/view/1176

Numéro

Vol. 26 No. 3 (1998)

Rubrique

Actes du congrès de la Semaine canadienne d'acoustique

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