Listening comprehension and listening effort in the primary school classroom

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MARC

Rudner, Mary,1958-Linköpings universitet,Linköping University,Handikappvetenskap,Filosofiska fakulteten,Institutet för handikappvetenskap (IHV) (author)

Listening comprehension and listening effort in the primary school classroom

Article/chapterEnglish2018

Publisher, publication year, extent ...

2018-07-12
Frontiers Media SA,2018

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LIBRIS-ID:oai:lup.lub.lu.se:ec590829-9e08-4f8c-804d-8db06ed0d27b
https://lup.lub.lu.se/record/ec590829-9e08-4f8c-804d-8db06ed0d27bURI
https://doi.org/10.3389/fpsyg.2018.01193DOI
https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149849URI

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Language:English
Summary in:English

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SwePubSwePub

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Subject category:art swepub-publicationtype
Subject category:ref swepub-contenttype

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Funding Agencies|Swedish Research Council; Marcus and Amalia Wallenberg Foundation
In the primary school classroom, children are exposed to multiple factors that combine to create adverse conditions for listening to and understanding what the teacher is saying. Despite the ubiquity of these conditions, there is little knowledge concerning the way in which various factors combine to influence listening comprehension and the effortfulness of listening. The aim of the present study was to investigate the combined effects of background noise, voice quality, and visual cues on children's listening comprehension and effort. To achieve this aim, we performed a set of four well-controlled, yet ecologically valid, experiments with 245 eight-year-old participants. Classroom listening conditions were simulated using a digitally animated talker with a dysphonic (hoarse) voice and background babble noise composed of several children talking. Results show that even low levels of babble noise interfere with listening comprehension, and there was some evidence that this effect was reduced by seeing the talker's face. Dysphonia did not significantly reduce listening comprehension scores, but it was considered unpleasant and made listening seem difficult, probably by reducing motivation to listen. We found some evidence that listening comprehension performance under adverse conditions is positively associated with individual differences in executive function. Overall, these results suggest that multiple factors combine to influence listening comprehension and effort for child listeners in the primary school classroom. The constellation of these room, talker, modality, and listener factors should be taken into account in the planning and design of educational and learning activities.

Subject headings and genre

SAMHÄLLSVETENSKAP Psykologi hsv//swe
SOCIAL SCIENCES Psychology hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
MEDICIN OCH HÄLSOVETENSKAP Annan medicin och hälsovetenskap Övrig annan medicin och hälsovetenskap hsv//swe
MEDICAL AND HEALTH SCIENCES Other Medical and Health Sciences Other Medical and Health Sciences not elsewhere specified hsv//eng
SAMHÄLLSVETENSKAP Psykologi Psykologi hsv//swe
SOCIAL SCIENCES Psychology Psychology hsv//eng
Classroom
Cognition
Context
Dysphonic voice
Effort
Listening comprehension
Motivation
Multi-talker babble noise
effort; motivation; listening comprehension; classroom; context; multi-talker babble noise; dysphonic voice; cognition

Added entries (persons, corporate bodies, meetings, titles ...)

Lyberg-Åhlander, VivekaLund University,Lunds universitet,Kommunikation och kognition,Forskargrupper vid Lunds universitet,Communication and Cognition,Lund University Research Groups,Lund Univ, Sweden(Swepub:lu)logo-vah (author)
Brännström, JonasLund University,Lunds universitet,Kommunikation och kognition,Forskargrupper vid Lunds universitet,Communication and Cognition,Lund University Research Groups,Lund Univ, Sweden(Swepub:lu)ling-jbr (author)
Nirme, JensLund University,Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Kommunikation och kognition,Forskargrupper vid Lunds universitet,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology,Communication and Cognition,Lund University Research Groups,Lund Univ, Sweden(Swepub:lu)lucs-jen (author)
Pichora-Fuller, M. K.University of Toronto,Univ Toronto, Canada (author)
Sahlén, BirgittaLund University,Lunds universitet,Kommunikation och kognition,Forskargrupper vid Lunds universitet,Communication and Cognition,Lund University Research Groups,Lund Univ, Sweden(Swepub:lu)logo-bsa (author)
Linköping UniversityHandikappvetenskap (creator_code:org_t)

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Psychology

SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

MEDICAL AND HEALTH SCIENCES: MEDICAL AND HEAL ...; and Other Medical an ...; and Other Medical an ...

SOCIAL SCIENCES: SOCIAL SCIENCES; and Psychology; and Psychology

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