Children's intentional switching of auditory selective attention in spatial and noisy acoustic environments in comparison to adults.

Children's development and education take place in educational buildings with highly complex acoustic scenes, including spatially distributed target speakers, many surrounding distracting sounds, and general background noises. Auditory selective attention, therefore, is a valuable tool to orient oneself, to focus on specific sound sources, and to extract relevant information. Until now, it is unknown to what extent children have developed the cognitive processes of intentional attention control in spatial situations and how they differ from adults. This work provides a paradigm to examine children's intentional switching of auditory selective attention that also allows to examine effects due to noisy and spatial sound environments presented virtually via headphones. A listening experiment was conducted in Germany with 24 children (6-10 years, 50% female) and 24 young adults (18-26 years, 50% female). First, results revealed higher error rates and lower reaction times in conditions with noise (relative to conditions without noise) for children, but not for adults. This assumes that children are more sensitive to noise and conclude faster with noise trials, taking errors into account. Second, although auditory attention flexibility reflected in attention switch and relevant information selection was comparable between children and adults, it was found that adults benefited from spatial cues when selecting the relevant information. This was not observed to the same extent in children. These results suggest that children's cognitive processes are affected at significantly lower noise levels than adults and that noise effect assessment methods should consider spatial aspects. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Examining the Auditory Selective Attention Switch in a Child-Suited Virtual Reality Classroom Environment.

The ability to focus ones attention in different acoustical environments has been thoroughly investigated in the past. However, recent technological advancements have made it possible to perform laboratory experiments in a more realistic manner. In order to investigate close-to-real-life scenarios, a classroom was modeled in virtual reality (VR) and an established paradigm to investigate the auditory selective attention (ASA) switch was translated from an audio-only version into an audiovisual VR setting. The new paradigm was validated with adult participants in a listening experiment, and the results were compared to the previous version. Apart from expected effects such as switching costs and auditory congruency effects, which reflect the robustness of the overall paradigm, a difference in error rates between the audio-only and the VR group was found, suggesting enhanced attention in the new VR setting, which is consistent with recent studies. Overall, the results suggest that the presented VR paradigm can be used and further developed to investigate the voluntary auditory selective attention switch in a close-to-real-life classroom scenario.