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Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?

Lyberg Åhlander, Viveka LU ; Holm, Lukas; Kastberg, Tobias LU ; Haake, Magnus LU ; Brännström, Jonas LU and Sahlén, Birgitta LU (2015) In International Journal of Speech-Language Pathology 17(6). p.577-588
Abstract
Purpose: This study aimed to explore if dysphonic voice quality affects children's performance on a language comprehension test, the Test for Reception of Grammar-2 (TROG-2), performed in simultaneous background noise (non-semantic babble). A further aim was to investigate the role of Working Memory Capacity (WMC) and Executive Functioning (EF) in coping with the voice against a background of babble conditions.



Method: Ninety-three mainstreamed 8 year old children with typical language development were tested for WMC and EF. Two groups of children (n = 47/46) were formed and presented with recordings of TROG-2 instructions read by one female speaker: one group was presented with recordings with induced dysphonic voice... (More)
Purpose: This study aimed to explore if dysphonic voice quality affects children's performance on a language comprehension test, the Test for Reception of Grammar-2 (TROG-2), performed in simultaneous background noise (non-semantic babble). A further aim was to investigate the role of Working Memory Capacity (WMC) and Executive Functioning (EF) in coping with the voice against a background of babble conditions.



Method: Ninety-three mainstreamed 8 year old children with typical language development were tested for WMC and EF. Two groups of children (n = 47/46) were formed and presented with recordings of TROG-2 instructions read by one female speaker: one group was presented with recordings with induced dysphonic voice quality, the other with recordings of typical voice. Both groups listened to the voice recordings in competing babble noise at a Signal-to-Noise Ratio of + 10 dB.



Result: Significant differences were found for the interaction between cognitive capacity and the TROG-2 results in relation to the voice conditions. In the dysphonic voice condition, children with better WMC results scored higher at the easier comprehension tasks. In the typical voice condition, children with better WMC and EF results scored higher on the more difficult tasks. Seventeen per cent of the variance for the TROG-2 results was explained by the WMC and EF results. There was no overall effect on the children's performance depending of voice condition.



Conclusion: The effect of the speaker's voice quality on children's performance varies depending on the prevalence of background babble noise and on the task demands. The dysphonic voice and babble noise seem to demand allocation of cognitive capacities at the cost of language comprehension. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Language comprehension, working memory capacity, voice
in
International Journal of Speech-Language Pathology
volume
17
issue
6
pages
577 - 588
publisher
Taylor & Francis
external identifiers
  • scopus:84942569309
ISSN
1754-9515
DOI
10.3109/17549507.2015.1024172
language
English
LU publication?
yes
id
35860a6e-1388-4ee0-a982-95e599848401 (old id 8572278)
alternative location
http://www.tandfonline.com/doi/full/10.3109/17549507.2015.1024172#
date added to LUP
2016-01-30 11:05:55
date last changed
2017-07-23 03:11:00
@article{35860a6e-1388-4ee0-a982-95e599848401,
  abstract     = {Purpose: This study aimed to explore if dysphonic voice quality affects children's performance on a language comprehension test, the Test for Reception of Grammar-2 (TROG-2), performed in simultaneous background noise (non-semantic babble). A further aim was to investigate the role of Working Memory Capacity (WMC) and Executive Functioning (EF) in coping with the voice against a background of babble conditions.<br/><br>
<br/><br>
Method: Ninety-three mainstreamed 8 year old children with typical language development were tested for WMC and EF. Two groups of children (n = 47/46) were formed and presented with recordings of TROG-2 instructions read by one female speaker: one group was presented with recordings with induced dysphonic voice quality, the other with recordings of typical voice. Both groups listened to the voice recordings in competing babble noise at a Signal-to-Noise Ratio of + 10 dB.<br/><br>
<br/><br>
Result: Significant differences were found for the interaction between cognitive capacity and the TROG-2 results in relation to the voice conditions. In the dysphonic voice condition, children with better WMC results scored higher at the easier comprehension tasks. In the typical voice condition, children with better WMC and EF results scored higher on the more difficult tasks. Seventeen per cent of the variance for the TROG-2 results was explained by the WMC and EF results. There was no overall effect on the children's performance depending of voice condition.<br/><br>
<br/><br>
Conclusion: The effect of the speaker's voice quality on children's performance varies depending on the prevalence of background babble noise and on the task demands. The dysphonic voice and babble noise seem to demand allocation of cognitive capacities at the cost of language comprehension.},
  author       = {Lyberg Åhlander, Viveka and Holm, Lukas and Kastberg, Tobias and Haake, Magnus and Brännström, Jonas and Sahlén, Birgitta},
  issn         = {1754-9515},
  keyword      = {Language comprehension,working memory capacity,voice},
  language     = {eng},
  number       = {6},
  pages        = {577--588},
  publisher    = {Taylor & Francis},
  series       = {International Journal of Speech-Language Pathology},
  title        = {Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?},
  url          = {http://dx.doi.org/10.3109/17549507.2015.1024172},
  volume       = {17},
  year         = {2015},
}