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Language Comprehension in Background Noise - Effects of Noise Type and Task Modality.

Michaela Socher1, Isabella Ström2, Josefine Andin2

  • 1Fraunhofer Institut of Building Physics, Nobelstr. 12, 70569 Stuttgart, Stuttgart, Germany.

Journal of Cognition
|January 12, 2026
PubMed
Summary
This summary is machine-generated.

Background noise significantly impairs children's reading and listening comprehension. Semantic noise, in particular, hinders performance more than silence, supporting the interference-by-process account over modality-based distraction theories.

Keywords:
AttentionLearningReadingSentenceSpeech perceptionprocessing

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children frequently encounter background noise during learning activities.
  • Background noise negatively impacts reading and listening comprehension in children.
  • Noise effects extend beyond simple auditory masking.

Purpose of the Study:

  • To investigate the impact of semantic and non-semantic background noise on children's reading and listening comprehension.
  • To differentiate between the interference-by-process account and the renewed view of age-related distraction in explaining noise effects.

Main Methods:

  • 125 fifth-grade students participated.
  • Students completed reading and listening comprehension tasks.
  • Tasks were performed under three auditory conditions: silence, semantic noise, and non-semantic noise.

Main Results:

  • Performance was significantly lower in the semantic noise condition compared to silence.
  • No significant interaction was found between task modality (reading vs. listening) and background noise type.
  • Results align with the interference-by-process account.

Conclusions:

  • Semantic background noise poses a significant challenge to children's comprehension.
  • The modality of the task does not appear to moderate the negative effects of background noise.
  • Findings support explanations emphasizing processing interference over modality-specific distraction.