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On the interaction of speakers' voice quality, ambient noise and task complexity with children's listening comprehension and cognition.

Lyberg Åhlander, Viveka LU ; Brännström, Jonas LU and Sahlén, Birgitta LU (2015) In Frontiers in Psychology 6.
Abstract
Suboptimal listening conditions interfere with listeners' on-line comprehension. A degraded source signal, noise that interferes with sound transmission, and/or listeners' cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of these factors in pediatric populations. Yet, they represent an increasing challenge in educational settings. We will in the following report on our research and address the effect of adverse listening conditions pertaining to speakers' voices, background noise, and children's cognitive capacity on listening comprehension. Results from our studies clearly indicate that children risk underachieving both in formal assessments and in noisy... (More)
Suboptimal listening conditions interfere with listeners' on-line comprehension. A degraded source signal, noise that interferes with sound transmission, and/or listeners' cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of these factors in pediatric populations. Yet, they represent an increasing challenge in educational settings. We will in the following report on our research and address the effect of adverse listening conditions pertaining to speakers' voices, background noise, and children's cognitive capacity on listening comprehension. Results from our studies clearly indicate that children risk underachieving both in formal assessments and in noisy class-rooms when an examiner or teacher speaks with a hoarse (dysphonic) voice. This seems particularly true when task complexity is low or when a child is approaching her/his limits of mastering a comprehension task. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Frontiers in Psychology
volume
6
publisher
Frontiers
external identifiers
  • pmid:26157416
  • wos:000357120800001
ISSN
1664-1078
DOI
10.3389/fpsyg.2015.00871
language
English
LU publication?
yes
id
5123bad3-5582-4916-88d5-beb546265762 (old id 7750025)
alternative location
http://www.ncbi.nlm.nih.gov/pubmed/26157416?dopt=Abstract
date added to LUP
2015-08-07 00:38:52
date last changed
2016-09-30 05:44:56
@article{5123bad3-5582-4916-88d5-beb546265762,
  abstract     = {Suboptimal listening conditions interfere with listeners' on-line comprehension. A degraded source signal, noise that interferes with sound transmission, and/or listeners' cognitive or linguistic limitations are examples of adverse listening conditions. Few studies have explored the interaction of these factors in pediatric populations. Yet, they represent an increasing challenge in educational settings. We will in the following report on our research and address the effect of adverse listening conditions pertaining to speakers' voices, background noise, and children's cognitive capacity on listening comprehension. Results from our studies clearly indicate that children risk underachieving both in formal assessments and in noisy class-rooms when an examiner or teacher speaks with a hoarse (dysphonic) voice. This seems particularly true when task complexity is low or when a child is approaching her/his limits of mastering a comprehension task.},
  articleno    = {871},
  author       = {Lyberg Åhlander, Viveka and Brännström, Jonas and Sahlén, Birgitta},
  issn         = {1664-1078},
  language     = {eng},
  publisher    = {Frontiers},
  series       = {Frontiers in Psychology},
  title        = {On the interaction of speakers' voice quality, ambient noise and task complexity with children's listening comprehension and cognition.},
  url          = {http://dx.doi.org/10.3389/fpsyg.2015.00871},
  volume       = {6},
  year         = {2015},
}