Dipartimento di Ingegneria, Università di Ferrara, via Saragat 1, 44122 Ferrara, Italy.
J Acoust Soc Am. 2013 Jan;133(1):255-68. doi: 10.1121/1.4770259.
It is well documented that the interference of noise in the classroom puts younger pupils at a disadvantage for speech perception tasks. Nevertheless, the dependence of this phenomenon on the type of noise, and the way it is realized for each class by a specific combination of intelligibility and effort have not been fully investigated. Following on a previous laboratory study on "listening efficiency," which stems from a combination of accuracy and latency measures, this work tackles the problems above to better understand the basic mechanisms governing the speech perception performance of pupils in noisy classrooms. Listening tests were conducted in real classrooms for a relevant number of students, and tests in quiet were also developed. The statistical analysis is based on stochastic ordering and is able to clarify the behavior of the classes and the different impacts of noises on performance. It is found that the joint babble and activity noise has the worst effect on performance whereas tapping and external traffic noises are less disruptive.
有大量文献证明，教室中的噪声干扰会使年幼的学生在语音感知任务中处于不利地位。然而，这种现象对噪声类型的依赖性，以及每种类型的噪声通过特定的可懂度和努力的组合在每个班级中的实现方式，尚未得到充分研究。本工作基于先前关于“听力效率”的实验室研究，该研究源于准确性和潜伏期测量的组合，旨在解决上述问题，以更好地理解在嘈杂教室中学生语音感知表现的基本机制。在相关数量的学生的真实教室中进行了听力测试，并且还开发了在安静环境中的测试。统计分析基于随机排序，能够阐明班级的行为和噪声对性能的不同影响。结果发现，联合噪声和动作噪声对性能的影响最差，而敲击声和外部交通噪声的干扰较小。
