个体特征 适度的倾听力度 在杂的教室里
Chiara Visentin1,2, Matteo Pellegatti3, Maria Garraffa4
1Department of Engineering, University of Ferrara, Via Saragat 1, 44122, Ferrara, Italy. chiara.visentin@unife.it.
Scientific reports
|August 31, 2023
概括
孩子们的听力理解在杂的教室中受到影响. 阅读能力和噪音敏感度等个人因素会影响他们的表现和努力,影响课堂声学和学习.
科学领域:
- 教育心理学教育心理学
- 听觉感知是一种听觉感知.
- 认知科学 认知科学
背景情况:
- 课堂噪音,特别是来自多个扬声器的噪音,对儿童理解口语信息的能力构成重大挑战.
- 认知和感官因素的个体差异可能会影响儿童如何应对和在声学要求高的学习环境中表现.
研究的目的:
- 为了研究两位说话者面具对小学儿童听力理解表现的影响.
- 在此背景下,探索个体特征的调节作用,如阅读理解,抑制控制和噪音敏感性.
主要方法:
- 孩子们在使用双人口罩的情况下完成了听力理解任务.
- 评估了阅读理解,抑制控制和噪音敏感性的个体差异.
- 测量包括任务准确性,响应时间,自我评估的努力和动机.
主要成果:
- 这种两人说话的面具对孩子的准确性,努力和动机产生了负面影响.
- 更高的阅读理解与更好的任务准确性相关.
- 抑制控制和噪声敏感度调节了听力条件对听力努力的影响.
结论:
- 个体特征显著影响孩子在听力任务中受到课堂噪音的影响.
- 量身定制课堂声学和考虑个体学生的个人资料可以增强学习环境和学生的福祉.
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