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Numrering	Referens	Omslagsbild	Hitta
1.	Boman, Eva (författare) The effects of noise and gender on children's episodic and semantic memory 2004 Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 0036-5564 .- 1467-9450. ; 45:5, s. 407-416 Tidskriftsartikel (refereegranskat)abstract The main objectives in the present study were to examine meaningful irrelevant speech and road traffic noise effects on episodic and semantic memory, and to evaluate whether gender differences in memory performance interact with noise. A total of 96 subjects, aged 13-14 years (n= 16 boys and 16 girls in each of three groups), were randomly assigned to a silent or two noise conditions. Noise effects found were restricted to impairments from meaningful irrelevant speech on recognition and cued recall of a text in episodic memory and of word comprehension in semantic memory. The obtained noise effect suggests that the meaning of the speech were processed semantically by the pupils, which reduced their ability to comprehend a text that also involved processing of meaning. Meaningful irrelevant speech was also assumed to cause a poorer access to the knowledge base in semantic memory. Girls outperformed boys in episodic and semantic memory materials, but these differences did not interact with noise.

Boman, Eva (författare)
The effects of noise and gender on children's episodic and semantic memory
2004
Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 0036-5564 .- 1467-9450. ; 45:5, s. 407-416
Tidskriftsartikel (refereegranskat)abstract
- The main objectives in the present study were to examine meaningful irrelevant speech and road traffic noise effects on episodic and semantic memory, and to evaluate whether gender differences in memory performance interact with noise. A total of 96 subjects, aged 13-14 years (n= 16 boys and 16 girls in each of three groups), were randomly assigned to a silent or two noise conditions. Noise effects found were restricted to impairments from meaningful irrelevant speech on recognition and cued recall of a text in episodic memory and of word comprehension in semantic memory. The obtained noise effect suggests that the meaning of the speech were processed semantically by the pupils, which reduced their ability to comprehend a text that also involved processing of meaning. Meaningful irrelevant speech was also assumed to cause a poorer access to the knowledge base in semantic memory. Girls outperformed boys in episodic and semantic memory materials, but these differences did not interact with noise.

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