Fernandes Renata Adams, Vidor Deisi Cristina Gollo Marques, Oliveira Alcyr Alves de
Programa de Pós-graduação em Ciências da Reabilitação, Universidade Federal de Ciências da Saúde de Porto Alegre - UFCSPA, Porto Alegre (RS), Brasil.
Departamento de Fonoaudiologia, Universidade Federal de Ciências da Saúde de Porto Alegre - UFCSPA, Porto Alegre (RS), Brasil.
Codas. 2019 Sep 2;31(4):e20170241. doi: 10.1590/2317-1782/20182017241.
This study investigated the effects of two levels of noise on the performance of young students of three educational levels and tested their ability to maintain attentional focus in reading and writing tasks.
162 school children in the third, fourth and fifth grades were placed in three groups according to their educational level: Control Group (CG), Experimental Group A (GEA) and Experimental Group B (GEB). All groups were submitted to a Sustained Attention Test, Reading Assessment and Isolated Words Test and Writing Dictation Sub-test (part of the International Dyslexia Test). The GEA and GEB performed the tests in a noisy environment: 20dB and 40dB, respectively. The CG was assessed in the usual school environmental noise at the same time of the day. The data was submitted to an ANOVA, the Kruskal-Wallis test and Spearman correlation test.
The higher the score on the Sustained Attention Test, the shorter the time spent reading and fewer errors in the dictation task. There were no differences across the three grades within the GEA (lower levels of noise) with regard to the effect of noise on attention and in the reading and writing task performance. The higher levels of noise for the GEB, however, decreased the attention levels, therefore increasing mistakes on the dictation test. Comparing the performance across educational levels on the reading tasks, the fourth grade presented decreased reading time, while the third and fifth grades spent more time reading.
Auditory interference can influence the ability to focus attention as well as worsen performance in reading and writing tasks at more intense noise levels.
本研究调查了两种噪声水平对三个教育水平的年轻学生表现的影响，并测试了他们在读写任务中保持注意力集中的能力。
162名三、四、五年级的学童根据其教育水平分为三组：对照组（CG）、实验组A（GEA）和实验组B（GEB）。所有组都接受了持续注意力测试、阅读评估、孤立单词测试和写作听写子测试（国际诵读困难测试的一部分）。GEA组和GEB组分别在20分贝和40分贝的嘈杂环境中进行测试。CG组在一天中的同一时间在学校通常的环境噪声中进行评估。数据进行了方差分析、Kruskal-Wallis检验和Spearman相关性检验。
持续注意力测试得分越高，阅读时间越短且听写任务中的错误越少。在GEA组（较低噪声水平）中，三个年级在噪声对注意力以及读写任务表现的影响方面没有差异。然而，GEB组较高的噪声水平降低了注意力水平，因此增加了听写测试中的错误。在阅读任务中比较不同教育水平的表现时，四年级的阅读时间减少，而三年级和五年级花费的阅读时间更多。
听觉干扰会影响注意力集中能力，并在更强的噪声水平下使读写任务的表现变差。
