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Listening effort at signal-to-noise ratios that are typical of the school classroom

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Listening effort at signal-to-noise ratios that are typical of the school classroom. / Howard, Clare S.; Munro, Kevin J.; Plack, Christopher J.
In: International Journal of Audiology, Vol. 49, No. 12, 12.2010, p. 928-932.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Howard, CS, Munro, KJ & Plack, CJ 2010, 'Listening effort at signal-to-noise ratios that are typical of the school classroom', International Journal of Audiology, vol. 49, no. 12, pp. 928-932. https://doi.org/10.3109/14992027.2010.520036

APA

Howard, C. S., Munro, K. J., & Plack, C. J. (2010). Listening effort at signal-to-noise ratios that are typical of the school classroom. International Journal of Audiology, 49(12), 928-932. https://doi.org/10.3109/14992027.2010.520036

Vancouver

Howard CS, Munro KJ, Plack CJ. Listening effort at signal-to-noise ratios that are typical of the school classroom. International Journal of Audiology. 2010 Dec;49(12):928-932. doi: 10.3109/14992027.2010.520036

Author

Howard, Clare S. ; Munro, Kevin J. ; Plack, Christopher J. / Listening effort at signal-to-noise ratios that are typical of the school classroom. In: International Journal of Audiology. 2010 ; Vol. 49, No. 12. pp. 928-932.

Bibtex

@article{4fac0ee225f94a2bba1e09cb78f80866,
title = "Listening effort at signal-to-noise ratios that are typical of the school classroom",
abstract = "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. The study sample consisted of 31 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.",
keywords = "Listening effort, Dual task, Signal to noise ratio, Children, Cognitive resources, Top down processing, Multitasking, WORD RECOGNITION, AIRCRAFT NOISE, NORMAL-HEARING, CHILDREN, SKILLS, AGE",
author = "Howard, {Clare S.} and Munro, {Kevin J.} and Plack, {Christopher J.}",
year = "2010",
month = dec,
doi = "10.3109/14992027.2010.520036",
language = "English",
volume = "49",
pages = "928--932",
journal = "International Journal of Audiology",
issn = "1499-2027",
publisher = "Informa Healthcare",
number = "12",

}

RIS

TY - JOUR

T1 - Listening effort at signal-to-noise ratios that are typical of the school classroom

AU - Howard, Clare S.

AU - Munro, Kevin J.

AU - Plack, Christopher J.

PY - 2010/12

Y1 - 2010/12

N2 - 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. The study sample consisted of 31 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.

AB - 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. The study sample consisted of 31 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.

KW - Listening effort

KW - Dual task

KW - Signal to noise ratio

KW - Children

KW - Cognitive resources

KW - Top down processing

KW - Multitasking

KW - WORD RECOGNITION

KW - AIRCRAFT NOISE

KW - NORMAL-HEARING

KW - CHILDREN

KW - SKILLS

KW - AGE

U2 - 10.3109/14992027.2010.520036

DO - 10.3109/14992027.2010.520036

M3 - Journal article

VL - 49

SP - 928

EP - 932

JO - International Journal of Audiology

JF - International Journal of Audiology

SN - 1499-2027

IS - 12

ER -