On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition.
Suboptimal listening conditions interfere with listeners’ on-line comprehension. A degraded source signal, noise that interferes with sound transmission and/or listeners’ cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of th...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2015-06-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00871/full |
| _version_ | 1828272996072030208 |
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| author | Viveka eLyberg-Åhlander K. Jonas eBrännström Birgitta Sigrid Sahlen |
| author_facet | Viveka eLyberg-Åhlander K. Jonas eBrännström Birgitta Sigrid Sahlen |
| author_sort | Viveka eLyberg-Åhlander |
| collection | DOAJ |
| description | Suboptimal listening conditions interfere with listeners’ on-line comprehension. A degraded source signal, noise that interferes with sound transmission and/or listeners’ cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of these factors in paediatric populations. Yet, they represent an increasing challenge in educational settings. We will in the following report on our research and address the effect of adverse listening conditions pertaining to speakers’ voices, background noise and children’s cognitive capacity on listening comprehension. Results from our studies clearly indicate that children risk underachieving both in formal assessments and in noisy class-rooms when an examiner or teacher speaks with a hoarse (dysphonic) voice. This seems particularly true when task complexity is low or when a child is approaching her/his limits of mastering a comprehension task. |
| first_indexed | 2024-04-13T06:14:35Z |
| format | Article |
| id | doaj.art-8ba2df8f8595447bbb35a4b072616b50 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T06:14:35Z |
| publishDate | 2015-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8ba2df8f8595447bbb35a4b072616b502022-12-22T02:58:53ZengFrontiers Media S.A.Frontiers in Psychology1664-10782015-06-01610.3389/fpsyg.2015.00871139560On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition.Viveka eLyberg-Åhlander0K. Jonas eBrännström1Birgitta Sigrid Sahlen2Lund UniversityLund UniversityLund UniversitySuboptimal listening conditions interfere with listeners’ on-line comprehension. A degraded source signal, noise that interferes with sound transmission and/or listeners’ cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of these factors in paediatric populations. Yet, they represent an increasing challenge in educational settings. We will in the following report on our research and address the effect of adverse listening conditions pertaining to speakers’ voices, background noise and children’s cognitive capacity on listening comprehension. Results from our studies clearly indicate that children risk underachieving both in formal assessments and in noisy class-rooms when an examiner or teacher speaks with a hoarse (dysphonic) voice. This seems particularly true when task complexity is low or when a child is approaching her/his limits of mastering a comprehension task.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00871/fullCognitionComprehensionNoiseVoiceChildrenteachers' work |
| spellingShingle | Viveka eLyberg-Åhlander K. Jonas eBrännström Birgitta Sigrid Sahlen On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition. Frontiers in Psychology Cognition Comprehension Noise Voice Children teachers' work |
| title | On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition. |
| title_full | On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition. |
| title_fullStr | On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition. |
| title_full_unstemmed | On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition. |
| title_short | On the interaction of speakers’ voice quality, ambient noise and task complexity with children's listening comprehension and cognition. |
| title_sort | on the interaction of speakers voice quality ambient noise and task complexity with children 39 s listening comprehension and cognition |
| topic | Cognition Comprehension Noise Voice Children teachers' work |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00871/full |
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