Human Communication and Deafness Division, University of Manchester, UK.
Int J Audiol. 2010 Dec;49(12):928-32. doi: 10.3109/14992027.2010.520036. Epub 2010 Nov 4.
The aim of the study was to measure listening effort at typical classroom signal-to-noise ratios (SNRs).
Listening effort was measured using a dual task paradigm. Participants repeated monosyllabic words presented in a background of children's chatter (primary task) at SNRs that are considered typical of the school classroom environment (quiet, +4, 0, -4 dB) while simultaneously rehearsing sets of five digits for recall (secondary task). High listening effort requires greater cognitive resources and is associated with reduced performance on the secondary task.
Thirty one normal-hearing children (9-12 years).
Performance was generally maintained on the listening task when multitasking; however, performance decreased on the secondary recall task, especially at the more negative SNRs.
This demonstrates that considerable listening effort is required when listening at SNRs that are typical of the school classroom.
本研究旨在测量典型教室信噪比（SNR）下的听力努力程度。
使用双任务范式测量听力努力程度。参与者在 SNR 为儿童闲聊的背景下重复单音节单词（主要任务），SNR 被认为是学校教室环境的典型值（安静，+4、0、-4dB），同时为回忆排练五位数（次要任务）。高听力努力需要更多的认知资源，并且与次要任务的表现降低相关。
31 名正常听力儿童（9-12 岁）。
在进行多任务时，听力任务的表现通常保持不变；然而，在次要的回忆任务中，表现下降，尤其是在更负的 SNR 下。
这表明，在学校教室典型的 SNR 下进行听力需要相当大的努力。
