在课堂噪音中,儿童和成年人的倾听力
Julia Seitz1, Karin Loh2, Janina Fels2
1Institute for Hearing Technology and Acoustics, RWTH Aachen University, 52062, Aachen, Germany. julia.seitz@akustik.rwth-aachen.de.
Scientific reports
|October 25, 2024
概括
儿童和成人在杂的环境中经历了增加的听力. 一项双重任务研究发现,主观和行为倾听力在老年儿童和成年人中相关,验证了评估倾听挑战的方法.
科学领域:
- 听觉感知是一种听觉感知.
- 儿童发展 儿童发展
- 语音声学 语音声学 语音声学
背景情况:
- 儿童在噪音中听到的声音比成年人更难.
- 倾听力是在具有挑战性的声学环境中理解语音的一个关键因素.
- 评估儿童的倾听力需要适合年龄的方法.
研究的目的:
- 调查儿童 (6-10岁) 和成年人使用适合儿童的双重任务模式的倾听力度.
- 在现实的课堂噪音场景中检查听力.
- 为了比较主观和行为测量倾听的努力.
主要方法:
- 一个双任务范式,具有单词识别 (主要) 和数字回忆 (次要) 任务.
- 通过适合儿童的问卷进行主观倾听力度评估.
- 在无声和模拟的课堂环境中进行测试,在0dB和3dB的信号噪声比率下,具有多个说话者的喋喋不休噪声.
主要成果:
- 三年级到四年级的学生在不同噪音条件下表现出不同的倾听力度.
- 在评估三年级到四年级学生的倾听力度时,支持了双任务范式.
- 所有年龄组都报告在噪音中主观倾听力度更高.
- 在三年级到四年级学生和成年人中发现了主观和行为倾听努力之间的相关性.
结论:
- 双重任务模式有效地衡量了老年儿童和成年人的倾听力度.
- 在噪音中倾听的努力是不同年龄组的重大挑战.
- 倾听努力的主观和行为指标是相关的,特别是在老年人中.
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