A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

Abstract

Purpose: to investigate the relationship between the background noise level in classrooms and the auditory temporal ordering ability for verbal sounds. Methods: a descriptive cross-sectional study of a sample of 209 students aged seven to ten years. Noise assessment was performed in 13 classrooms at eight public schools in Belo Horizonte. The procedure was based on the measurement of the the acoustic parameter named equivalent sound pressure level considering empty and furnished classrooms, according to the standard American National Standards Institute (ANSI) S12.60. To assess auditory temporal ordering ability for verbal sounds on students, verbal sequential memory test. For statistical analysis, noise has been categorized by the median value and related to student achievement on the test. Results: with the test results, most students showed normal results and no difference was found related to sex and age. All classrooms had values above the recommended by international standards (ANSI S12.60 and Bulletin 93) and national (Brazilian Association of Technical Standards -NBR10152), which set up appropriate values. By relating the noise with student performance on the test, there were differences, with greater occurrence of changes in the students belonging to the noisiest rooms. Conclusion: the background noise level measured in classrooms are above of those permitted by the standards and there was no relationship between the background noise level in the classrooms and the level of difficulty in auditory temporal ordering ability.

Forward masking with frequency-following response analyses

“…Latencies of the sustained region of the response in unmasked condition had been previously demonstrated demonstrated 13 . In the present study, when the stimuli were presented at different intervals (4,16,32, and 64 ms) after the masking noise, latencies differed for four masked conditions. However, no significant differences were found in the sustained masked responses when compared with the unmasked condition -perhaps due to sweep differences between those two studies, while here a great sweeps were used.…”

“…Forward masking was observed, by using frequency-following responses (FFR) with the / da/ syllable at four intervals (4,16,32, and 64 ms) of preceding masking. Forward masking was most evident in the transient region of the response (which corresponds to consonant /d/).…”

“…Aspects involved in understanding speech in noise have been broadly investigated, and such related complaints are frequent, even among normally hearing people 3 . The ability to recognize speech in noise is based on temporal perception of sounds -therefore, it is also related to auditory temporal processes 4 .…”

Sistema de frequência modulada em crianças e adolescentes usuários de implante coclear

“…A fala, no contexto escolar, é o grande condutor do saber, de informações e de aprendizado, pois é através dela que o professor se comunica em sala de aula. Caso ela se apresente distorcida ou com sinal degradado por interferências externas, poderá prejudicar na inteligibilidade de fala e consequentemente no entendimento de seus alunos, no tempo de atenção, seu comportamento e seu aprendizado (Dreossi & Momensohn-Santos, 2005;Guimarães, Santos, Rabelo, & Magalhães, 2015).…”

A Estimulação Da Percepção Auditiva Como Colaboradora Da Aprendizagem Das Crianças Na Educação Infantil

“…Em relação as interferências de ruídos dentro do ambiente escolar e o quanto isto pode influenciar no desenvolvimento do aluno, a autoraGuimarães et al (2015) explica em seus estudos sobre como esta variação de sons pode afetar o desenvolvimento. Quanto a relação de som e linguagem, tivemos como base os trabalhosde Lima et al (2004), em seu artigo relata a importância da fase da educação infantil e o quanto deve ser explorado e estimulado as habilidades de consciência auditiva e linguagem verbal nesta fase.…”