It is well documented that the interference of noise in the classroom puts younger pupils at a disadvantage for speech perception tasks. Nevertheless, the dependence of this phenomenon on the type of noise, and the way it is realized for each class by a specific combination of intelligibility and effort have not been fully investigated. Following on a previous laboratory study on “listening efficiency,” which stems from a combination of accuracy and latency measures, this work tackles the problems above to better understand the basic mechanisms governing the speech perception performance of pupils in noisy classrooms. Listening tests were conducted in real classrooms for a relevant number of students, and tests in quiet were also developed. The statistical analysis is based on stochastic ordering and is able to clarify the behavior of the classes and the different impacts of noises on performance. It is found that the joint babble and activity noise has the worst effect on performance whereas tapping and external traffic noises are less disruptive.
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January 2013
January 03 2013
On the perception of speech in primary school classrooms: Ranking of noise interference and of age influence
Nicola Prodi;
Nicola Prodi
a)
Dipartimento di Ingegneria, Università di Ferrara
, via Saragat 1, 44122 Ferrara, Italy
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Chiara Visentin;
Chiara Visentin
Dipartimento di Ingegneria, Università di Ferrara
, via Saragat 1, 44122 Ferrara, Italy
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Alice Feletti
Alice Feletti
Dipartimento di Ingegneria, Università di Ferrara
, via Saragat 1, 44122 Ferrara, Italy
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a)
Author to whom correspondence should be addressed. Electronic mail: [email protected]
J. Acoust. Soc. Am. 133, 255–268 (2013)
Article history
Received:
May 17 2012
Accepted:
November 26 2012
Citation
Nicola Prodi, Chiara Visentin, Alice Feletti; On the perception of speech in primary school classrooms: Ranking of noise interference and of age influence. J. Acoust. Soc. Am. 1 January 2013; 133 (1): 255–268. https://doi.org/10.1121/1.4770259
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