• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Congress on Noise as a Public Health Problem >Children's perceptions of classroom noise: self-reported data from clinical and non-clinical populations
【24h】

Children's perceptions of classroom noise: self-reported data from clinical and non-clinical populations

机译：儿童对课堂噪音的看法：来自临床和非临床人群的自我报告的数据

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The many possible adverse effects of classroom noise on a student include reduced ability to consistently hear the teacher's voice, and reduced capacity to attend to and remember longer and more complex utterances. These effects may be magnified for a student with an auditory processing disorder (APD). A diagnosis of APD implies that the student has less ability than his/her age peers to successfully resolve auditory input. This may arise because of perceptual deficits, however cognitive deficits related to language competency, attention and working memory may also undermine a student's ability to make optimum use of auditory input. APD is typically described in terms of numerous observed deficits (signs) in affected children, such as markedly poor listening skills, poor comprehension of speech and need for repetition, slow responses when spoken to, distracted or 'dreamy' behavior and frequently misunderstanding or forgetting oral instructions. These difficulties usually become more apparent in noisier and more reverberant listening environments such as classrooms and shopping centers.
机译：课堂噪音对学生的许多可能的不利影响包括减少能力，始终如一地听到教师的声音，以及减少参加和记住更长，更复杂的话语的能力。可以为具有听觉处理障碍（APD）的学生放大这些效果。 APD的诊断意味着学生能够少于他/她的年龄同学成功解决听觉输入的能力。由于感知缺陷，这可能会出现，但是与语言能力相关的认知缺陷，关注和工作记忆也可能破坏学生积极利用听觉输入的能力。 APD在众多观察赤字（标志）在受影响的儿童，如显着较差的听力技巧，言论和需要重复，当谈过，响应速度慢，心烦意乱或“梦幻”的行为和理解性差的一般描述经常误解或遗忘口头指示。这些困难通常在嘈杂的噪音和更多的混响听力环境中更加明显，例如教室和购物中心。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号