Individual Differences in Dealing with Classroom Noise Disturbances

Autor/inn/en	Massonnié, Jessica; Mareschal, Denis; Kirkham, Natasha Z.
Titel	Individual Differences in Dealing with Classroom Noise Disturbances
Quelle	In: Mind, Brain, and Education, 16 (2022) 3, S.252-262 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massonnié, Jessica) ORCID (Mareschal, Denis) ORCID (Kirkham, Natasha Z.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12322
Schlagwörter	Acoustics; Reading Comprehension; Mathematics; Recall (Psychology); Reader Text Relationship; Attention Control; Classroom Environment; Children + Suchen Sie Ihr Suchwort? Akustik; Leseverstehen; Mathematik; Abberufung; Aufmerksamkeitstest; Klassenklima; Unterrichtsklima; Child; Kind; Kinder
Abstract	Classrooms are noisy: when children are engaged in solo work, they also hear background babble, noise from outdoor, and people moving around. Few studies investigating the effects of noise on academic tasks use naturalistic stimuli. Questions also remain regarding why some children are more impaired by noise than others. This study compared primary school children's performance at three academic tasks (text recall, reading comprehension, mathematics) in silence, and while hearing irrelevant verbal noise (storytelling, n = 33) or mixed noise (outdoor noise, movement, babble, n = 31). We found that noise does not impair overall performance. Children might use compensatory strategies (e.g., re-reading) to reach the same level of performance in silence and noise. Individual differences in selective attention and working memory were not related to the impact of noise, with one exception: children with lower working memory were more impaired by noise when doing mathematics. Replication on a larger sample is needed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01