This paper looks at the effect of noise on studying. Noise has both small and major effects on the performance of the studying people. There are various modes of studying. Noise affects studying depending on the given modes of studying. First, it really affects studying methods such as listening. At times, studying involves listening. Noise interferes with this aspect complete. Various experimental studies show that noise has negative impacts n the speech perception of the student (Choc, 2005). The younger the individual the more noise affects their learning skills. Among children, those with language disorders or other disorders such as attention disorders receive the highest amount of distraction from noise. Children who are second language learners also receive adverse effects in terms of noise during their study sessions.
Indoor noise affects the performance of the people in the room. Various experiments done on the effect of chronic noise show that student perform poorly after. The most affected tasks are the verbal tasks. Factors as simple as aircraft noise affect learning children. It distracts them. Children in louder places perform poorly as compared to those in quiet learning institutions. Noise has a lot to do with the concentration span of the children. The reported effects might be small in magnitude but have a big effect on the overall functioning of a child in the classroom. People managing studying children have to create awareness and protect children from the effects of noise during leaning. Noise has various effects on the cognitive performance and cognitive development of the child. It affects their speech recognition skills and listening skills as well. It reduces their concentration span.
It might be hard to y get rid of all factors that cause noise around us. In daily activities, people have to put up with certain noises around them that might distract them from their purpose of the day. Environmental noise happens in almost every aspect of our lives today. These lead to various experiments on the effect of noise on the daily activities that people engage in daily. The level of noise is a relevant factor because different levels of noise affect people in different ways. Noises that are low to moderate have different effects on our activities than noises that are very high. The age of the individual is also a matter of influence. Children get worse effects than grownups. Children have a lesser concentration span hence have a lesser ability to perform well in a noisy environment. This paper however focuses on the effect of noise on studying as a specific activity. Studying requires a higher level of concentration as compares to some other activities.
Factors such as cooking do not require the same kind of attention that studying requires. One might be able to cook properly despite cases of distraction while cooking (Crandall, 1996). Studying requires attention (Bradley, 2008). This makes children more vulnerable considering that they have low concentration spans. Unfavorable listening conditions have more than just one effect on studying children. High levels of noise affect their speech perception. The ability to listen over high noises remains low until they reach their teenage years. Small children therefore might be unable to gain anything in a loud environment (Brattice, 2005). During their teenage years, they have almost adult like capacities to recognize certain speeches over higher levels of noise. This shows how certain people receive different effects from noise in their environments. It completely affects the children. On the other hand, it distracts them and denies them the learning opportunity.
Various linguistic and cognitive factors result in child’s inability or difficulties with speech perception. Noise affects the child in such a manner that the child has inability with their speech perception. Children have a lesser capacity to fill in the blanks when provided with a poor quality sound input. Adults on the other hand have a higher capacity of creating or rather recreating the needed words in case of a degraded sound input. In case of an audio leaning experience, children have lesser abilities of gaining from the situation (Bowman, 2004). They do not have the ability to pick the leaning material over the high cases of noise. The younger the individual, the higher the amount of effects that noise has on their leaning experience. Young children do not have the ability to use the context to understand the said statements (Bell, 2002). Older children and adults have the capacity to use the context to understand words said in a noisy environment.
Another important factor with children is that they have lesser attention spans. Their attention ability is lower than that of adults. Children always look for the most interesting things and give their full attention to these factors (Davidson 2006). They have selective attention but at times not at the right things. This makes it harder for children to grasp certain levels of speech over high levels of noise. The factors of linguistic competence and selective attention mean that children with language and attention disorders have a lesser ability in recognizing speech over various levels of noise. In the learning environment, the native speakers of the language used have an advantage, as they are able to learn grasp more out of the learning experience (Bauman 2005). One important factor to note is that listening applies in our daily situations. It however goes beyond the simple listening and identification f syllables and terms used. It includes comprehension of the words used. If one does not understand the words used then the learning, experience has no results (Rockwell, 2006).
Effective listening requires a calm environment without the said distractions. Noise has an adverse effect on leaning situations. Concerning listening skills during learning, children get more effects as compared to adults. There are learning activities that do not include the listening skills of the individual. This kind of learning includes the short-term memory of the individual. Noisy environments have a negative effect on the short-term memory of the individuals. The short-term memory is very sensitive to distraction of which noise is one of them. It affects the memory f the last visual seen objects. In this way, noise affects the visual learning skills that an individual has. It causes a distraction. There is little support for noise-induced impairments in the learning skills of children. However, recent studies show that there are many noise induced impairments in reference to studying (Allan 1998). These impairments are worse in the case of younger children.
In the need to understand the effect of noise on children, the research will explore various scenarios that show the effect of noise on children. The method requires 20 children. The experiment requires division of the kids, 10 in each room. The children in one room receive a lot of noise and distractions while taking a class. The rest of the children have to study in a quiet and calm environment. After that, all the children undergo interviews on how much they gained in the class. The results help determine whether noise causes a distraction among the children.
Simple noises such as traffic sounds affect learners in various ways depending on the age of the learner. High amounts of noise exposure have chronic effects especially on young children. Exposure to high noise environments has an effect on the cognitive development of the child.
Allan P. (1998). The phonological loop as a language-learning device, Psychol. Rev. 105, 158–173
Bauman C. P. (2005). Auditory distraction from low-intensity noise: a review of the consequences for learning and workplace environments, Appl., Psychol. 19, 1041–1064
Bell R. (2002)., Age- related differences in irrelevant-speech effects. Psychol. Aging 23, 377–391
Bell, G. 2012)., Traffic noise and executive functioning in urban primary school children: the moderating role of gender, J. Environ Psychol. 32, 337–341
Bowman E. (2004). The effects of noise and gender on children's episodic and semantic memory, Scand. J. Psychol. 45, 407–416
Bradley J. (2008)., The intelligibility of speech in elementary school classrooms, J. Acosta., Soc. Am. 123, 2078–2086
Brattice E., (2005). Long-term exposure to occupational noise alters the cortical organization of sound processing Clinic. Neurophysiology, 116,
Clark C., Sörqvist P. (2012)., A 3 year update on the influence of noise on performance and behavior. Noise Health 14, 292–296
Choc D. (2005)., An event-related potential study of selective auditory attention in children and adults, J. Cogan, Neurosis, 17, 605–622
Crandall C. (1996)., Speech perception in noise by children for whom English is a second language. Am. J. Auriol. 5, 47–51
Davidson, M. (2006)., Development of cognitive control and executive functions from four to 13 years: evidence from manipulations of memory, inhibition, and task switching, Neuropsychology 44, 2037–2078
Rockwell J. (2006). Acoustical barriers in classrooms: the impact of noise on performance in the classroom, Br. Educ. Res. J. 32, 509–525