Bradley J S, Sato H
National Research Council, Montreal Road, Ottawa, K1A 0R6, Canada.
J Acoust Soc Am. 2008 Apr;123(4):2078-86. doi: 10.1121/1.2839285.
This is the second of two papers describing the results of acoustical measurements and speech intelligibility tests in elementary school classrooms. The intelligibility tests were performed in 41 classrooms in 12 different schools evenly divided among grades 1, 3, and 6 students (nominally 6, 8, and 11 year olds). Speech intelligibility tests were carried out on classes of students seated at their own desks in their regular classrooms. Mean intelligibility scores were significantly related to signal-to-noise ratios and to the grade of the students. While the results are different than those from some previous laboratory studies that included less realistic conditions, they agree with previous in-classroom experiments. The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children. By combining the speech intelligibility test results with measurements of speech and noise levels during actual teaching situations, estimates of the fraction of students experiencing near-ideal acoustical conditions were made. The results are used as a basis for estimating ideal acoustical criteria for elementary school classrooms.
本文是描述小学教室声学测量结果和言语可懂度测试的两篇论文中的第二篇。可懂度测试在12所不同学校的41间教室中进行，这些教室在一年级、三年级和六年级学生（名义上分别为6岁、8岁和11岁）中平均分配。言语可懂度测试是在学生们在正常教室自己座位上就座的班级中进行的。平均可懂度得分与信噪比以及学生年级显著相关。虽然这些结果与一些之前包含不太现实条件的实验室研究结果不同，但它们与之前的课堂实验结果一致。结果表明，+15 dB的信噪比对于最年幼的孩子来说是不够的。通过将言语可懂度测试结果与实际教学情况下的语音和噪声水平测量相结合，对处于接近理想声学条件的学生比例进行了估计。这些结果被用作估计小学教室理想声学标准的基础。
