A5077725919- Noise Effects and Management
- Hearing Loss and Rehabilitation
- Reading and Literacy Development
- Neuroscience and Music Perception
- Language Development and Disorders
- Writing and Handwriting Education
- Memory Processes and Influences
- Vehicle Noise and Vibration Control
- Child Development and Digital Technology
- Cognitive and developmental aspects of mathematical skills
- Neurobiology of Language and Bilingualism
- Acoustic Wave Phenomena Research
- Child and Animal Learning Development
- Multisensory perception and integration
- Speech and Audio Processing
- Tactile and Sensory Interactions
- Hearing, Cochlea, Tinnitus, Genetics
- Birth, Development, and Health
- Health, Environment, Cognitive Aging
- Urban Green Space and Health
- Virtual Reality Applications and Impacts
- Air Quality Monitoring and Forecasting
- Cognitive Science and Mapping
- Educational Environments and Student Outcomes
- Hearing Impairment and Communication
University of Kaiserslautern
2013-2025
University of Koblenz and Landau
2022-2025
Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau
2022-2025
Carl von Ossietzky Universität Oldenburg
2007-2008
The effects of classroom noise and background speech on perception, measured by word-to-picture matching, listening comprehension, execution oral instructions, were assessed in first- third-grade children adults a classroom-like setting. For addition to noise, reverberation time (RT) was varied conducting the experiment two virtual classrooms with mean RT = 0.47 versus 1.1 s. Children more impaired than sounds both perception comprehension. Classroom evoked reliable disruption children΄s...
Children are more impaired than adults by unfavorable listening conditions such as reverberation and noise. Nevertheless, the acoustical in classrooms often do not fit specific needs of young listeners. This field study aimed to analyze effects classroom on children's performance well-being at school. Performance questionnaire data were collected from 487 children 21 which differed mean time 0.49 1.1 seconds. Significant speech perception short-term memory spoken items found. Furthermore,...
A review of the literature shows that our knowledge concerning effects chronic aircraft noise exposure on children is still limited and does not allow well-founded predictions for living in specific noise-exposed areas. In this study, we investigated cognition quality life 1,243 second graders from 29 schools around Frankfurt/Main Airport Germany. Although levels at were below 60 dB thus considerably lower than previous studies, multilevel analyses revealed increasing was linearly associated...
With two experiments, effects of irrelevant speech and classroom noise on serial recall common nouns presented pictorially were investigated in children adults. Experiment 1 used fixed list lengths for (first graders) 2 adjusted to participants' (second–third graders, adults) individual spans. In both adults equally impaired by speech. This contrasts with a related study (differences methodology) Elliott (2002), who reported severe increase the detrimental impact decreasing age. had no...
Short-term memory for sequences of verbal items such as written words is reliably impaired by task-irrelevant background sounds, a phenomenon known the "Irrelevant Sound Effect" (ISE). Different theoretical accounts have been proposed to explain mechanisms underlying ISE. Some these assume specific interference between obligatory sound processing and phonological or serial order representations generated during task performance, whereas other posit that sounds involuntarily divert attention...
The effects of background noise moderate intensity on short-term storage and processing verbal information were analyzed in 6 to 8 year old children. In line with adult studies irrelevant sound effect (ISE), serial recall visually presented digits was severely disrupted by speech that the children did not understand. Train noises equal Intensity however, had no effect. Similar results demonstrated tasks requiring heard information. Memory for nonwords, execution oral instructions...
Abstract Deficits in verbal short‐term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has proposed that poor readers make less use phonological coding, especially if task can be solved through visual strategies. In framework Baddeley's loop model, study examined serial recall performance German second‐grade children with vs good abilities. Children were presented four‐item lists common nouns for...
The irrelevant sound effect (ISE) describes the significant reduction in verbal serial recall during sounds with distinct temporal-spectral variations (changing-state sound). Whereas ISE is well-documented for of visual items accompanied by speech and nonspeech sounds, an caused has not been reported auditory items. Closing this empirical gap, Experiment 1 (n=90) verified that instrumental staccato-music reduces compared to legato-music silence. Its detrimental impact was due perceptual...
There is increasing evidence that a complex interplay of factors within environments in which children grows up, contributes to children's suboptimal mental health and cognitive development. The concept the life-course exposome helps study impact physical social environment, including inequities, on development over time.Equal-Life develops tests combined exposures their effects Data from eight birth-cohorts three school studies (N = 240.000) linked exposure data, will provide insights...
Mental disorders among children and adolescents pose a significant global challenge. The exposome framework covering the totality of internal, social physical exposures over lifetime provides opportunities to better understand causes processes related mental health, cognitive functioning. paper presents conceptual on exposome, development in adolescents, with potential mediating pathways, providing possibility for interventions along life course. underscores significance adopting child...
Summary The irrelevant sound effect (ISE) typically refers to a disruptive of to‐be‐ignored in serial recall tasks, where lists visually presented items (digits and letters) must be recalled order. Although extensively studied adults, studies on developmental aspects the ISE are scarce. present study aims increase our understanding changes auditory distraction children beyond recall. Two tasks (i.e., word categorization evaluation simple mathematical equations) were designed test retrieval...
This study investigated first (L1) and second (L2) language acquisition in two age‐matched groups of 2‐ to 6‐year‐old kindergarten children over the course 2.5 years. The immersion group participated a partial English program whereas conventional instruction received L2 (30 minutes per week); were comparable with respect control variables (e.g., socioeconomic status). L1 competencies assessed at four time points (pretest three posttests). No detrimental effects on development found....
The irrelevant sound effect (ISE) characterizes short-term memory performance impairment during sounds relative to quiet. Irrelevant presentation in most laboratory-based ISE studies has been rather limited represent complex scenarios including open-plan offices (OPOs) and not many have considered serial recall of heard information. This paper investigates using an auditory-verbal task, wherein was evaluated for relevant factors simulating OPO acoustics: the semanticity speech, reproduction...
Defizite in der phonologischen Informationsverarbeitung werden heute als Kernsymptom Lese-Rechtschreibstörung betrachtet. In Trainingsstudien mit betroffenen Kindern erwiesen sich Phonemwahrnehmungsfähigkeiten trainierbar, und Programme, denen Aufgaben zur Bewusstheit systematischen Vermittlung von Phonem-Graphem-Zuordnungen kombiniert wurden, zeigten Transfereffekte auf Lese- Rechtschreibleistungen. Ausgehend diesen Erkenntnissen wurde ein computerbasiertes Trainingsprogramm Förderung...
The irrelevant sound effect (ISE) and the stimulus suffix (SSE) are two qualitatively different phenomena, although in both paradigms auditory material is played while a verbal serial recall task being performed. Jones, Macken, Nicholls (2004) have proposed of speech on to switch from an ISE SSE mechanism, if auditory-perceptive similarity relevant maximized. experiment reported here ( n = 36) tested this hypothesis by exploring performance under conditions. These materials were spoken...
Children spend a considerable amount of time in educational institutions, where they are constantly exposed to noisy sound environments, which has detrimental effects on children’s health and cognitive development. Extensive room acoustics measurements long-term in-situ such institutions scarce generally conducted using omnidirectional microphones. This study provides preliminary results unoccupied conditions noise during occupancy, classrooms playrooms Germany an microphone, adult HATS...
The ability to focus ones attention in different acoustical environments has been thoroughly investigated the past. However, recent technological advancements have made it possible perform laboratory experiments a more realistic manner. In order investigate close-to-real-life scenarios, classroom was modeled virtual reality (VR) and an established paradigm auditory selective (ASA) switch translated from audio-only version into audiovisual VR setting. new validated with adult participants...
In adults, the disrupting effect of irrelevant background sounds with distinct temporalspectral variations (changing-state sounds) on short-term memory performance was found to be robust. present study, a verbal serial recognition task used investigate this so-called Irrelevant Sound Effect (ISE) in adults and 8- 10-year-old children. An essential part impairment during changing-state speech is due interference processes effect) which can differentiated from deviation auditory distraction....
Abstract As a consequence of globalization and migration, the number children receiving literacy instruction in their second language (L2) is high still increasing. Therefore, teachers need methods that are effective both L1 L2 learners. Here, we investigate effectiveness computerized training program combining phoneme perception, phonological awareness, systematic phonics, sample second-graders ( N = 26) instructed German as L2. Based on prior evidence concerning (1) acquisition (2) effects...