The disturbance caused to school teachers by noise

Sargent, J.W.; Gidman, M.I.; Humphreys, Michael; Utley, W.A.

doi:10.1016/0022-460x(80)90324-7

Cited by 27 publications

(19 citation statements)

References 4 publications

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“…In addition to deleteriously affecting speech recognition, background noise can also compromise academic performance, reading and spelling skills, concentration, attention, and behavior in children (Ando & Nakane, 1975;Crook & Langdon, 1974;Dixon, 1976;Green, Pasternak, & Shore, 1982;Ko, 1979;Koszarny, 1978;Lehman & Gratiot, 1983;Sargent, Gidman, Humphreys, & Utley, 1980). Koszarny (1978) reported that noise levels tend to affect concentration and attention more seriously in children with lower IQs or high anxiety levels.…”

Section: Noise Effects On Academic and Teacher Performancementioning

confidence: 99%

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Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment

Crandell

Smaldino

2000

LSHSS

343

271

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Past investigations demonstrate that the acoustical environment of a classroom is a critical factor in the academic, psychoeducational, and psychosocial achievement of children with normal hearing and with hearing impairment. This article examines several acoustical variables, such as noise, reverberation, and speaker-listener distance, which can deleteriously affect speech perception in classrooms. Moreover, the discussion examines the effects of these variables on the speech perception abilities of both children with normal hearing and children with hearing loss. Finally, appropriate acoustical criteria are suggested for children in educational settings.

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Section: Noise Effects On Academic and Teacher Performancementioning

confidence: 99%

“…Classroom noise has also been shown to affect teacher performance (Crook & Langdon, 1974;Ko, 1979;Sargent et al, 1980). For example, Ko (1979) obtained information from more than 1,200 teachers concerning the effects of noise in the classroom.…”

Section: Noise Effects On Academic and Teacher Performancementioning

confidence: 99%

Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment

Crandell

Smaldino

2000

LSHSS

343

271

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“…The equivalent A-weighted sound pressure level of road traffic noise on the most exposed building facade can be derived from European noise maps for agglomerations, using Equation (1), Equation (2) or Equation (3).…”

Section: Environmental Noise Directive Mapsmentioning

confidence: 99%

“…The day-time equivalent SPL (LAeqd, 6-22 h) for each facade of all the schools has been converted into the equivalent SPL corresponding to the school hours (LAeq, 8-17 h) by means of Equation (3). Then, these values have been associated with the number of students of each school and divided into intervals of 5 dB, from 55 to 80 dB(A) of the facade SPL, according to the SPL intervals of noise maps.…”

Section: Determination Of the Students' Exposure To Road Traffic Noismentioning

confidence: 99%

“…Since the 1970s, many researchers have analyzed how chronic noise exposure affects the cognitive processes [1][2][3][4][5][6][7][8][9][10][11][12]. Researchers found that the disturbance caused by occasional noisy events such as overflying aircraft, pass-by trains, heavy trucks, motorcycles, street sweepers, or sirens may affect adults and children disproportionately compared to their contribution to the overall noise environment [10,11].…”

Section: Introductionmentioning

confidence: 99%

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A Method to Estimate Students’ Exposure to Road Traffic Noise Events

Secchi¹,

Brambilla²,

Casini³

et al. 2018

Environments

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Abstract:The correlation between exposure to traffic noise and students' performance and annoyance has been investigated in literature mainly considering the relationship between indoor equivalent A-weighted sound pressure level (L Aeq ) and students' cognitive impairment. Annoyance is frequently related to the effect of short-duration noise events characterized by high sound pressure levels, such as those due to aircraft fly-over and pass-by of buses, heavy trucks, motorcycles, or street sweepers. These noise events are often described, over specific measurement periods, in terms of maximum A-weighted sound pressure level, L Amax , or statistical levels, such as L A1 or L A10 . This aspect is not considered in the noise maps drawn in accordance with the European Environmental Noise Directive, as they provide the L Aeq only, determined over day, evening, and night periods. In this paper, students' exposure to road traffic noise is analyzed by means of regression equations obtained by the authors between L Aeq and A-weighted maximum and statistical levels due to road traffic noise. The traffic noise of 28 urban streets was monitored during the opening period of Italian schools. A method is described to estimate students' exposure to noise from data made available on noise maps by the municipalities of metropolitan areas. The application of this method to the case study of Florence shows that almost 60% of students from municipal primary and lower secondary schools could be exposed to the maximum sound pressure level (SPL) inside the classroom greater than 55 dB(A) every hour, probably exceeding the typical background noise in classrooms by more than 10 dB.

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