Journal of the American Academy of Audiology · 2004 · 129 citations · 14 references
Health ProfessionsAudiologySpeech-language PathologyChild DevelopmentPediatric AudiologyPediatric Speech-language PathologyNoiseNoise ExposureNoise PerceptionPediatric Hearing AssessmentSpeech IntelligibilitySpeech Perception In NoiseBackground Noise EffectsChild Speech IntelligibilityListening DifficultiesPediatric Noise ExposureSpeech In Noise DifficultySpeech Intelligibility In NoiseSpeech Intelligibility MeasurementSpeech-in-noise Deficits
The study examined how well 40 children aged five to eight understood speech in real‑life classroom noise. Forty children aged five to eight were tested on speech intelligibility of monosyllables, spondees, trochees, and trisyllables against real‑life classroom noise. All children had difficulty at 65 dBA, kindergarten and grade‑1 children struggled more at –6 dB SNR, but all performed well in quiet, suggesting that the youngest children are most susceptible to classroom noise.
We examined the ability of 40 young children (aged five to eight) to understand speech (monosyllables, spondees, trochees, and trisyllables) when listening in a background of real-life classroom noise. All children had some difficulty understanding speech when the noise was at levels found in many classrooms (i.e., 65 dBA). However, at an intermediate (-6 dB SNR) level, kindergarten and grade 1 children had much more difficulty than did older children. All children performed well in quiet, with results being comparable to or slightly better than those reported in previous studies, suggesting that the task was age appropriate and well understood. These results suggest that the youngest children in the school system, whose classrooms also tend to be among he noisiest, are the most susceptible to the effects of noise.
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F. N. David, John W. Tukey · Biometrics · 1977 · 12.9K citations
Guidelines for community noise
Birgitta Berglund, Thomas Lindvall, Dietrich Schwela · 1999 · 1.6K citations