Strength of noise effects on memory as a function of noise source and age.

The objectives in this paper were to analyse noise effects on episodic and semantic memory performance in different age groups, and to see whether age interacted with noise in their effects on memory. Data were taken from three separate previous experiments, that were performed with the same design, procedure and dependent measures with participants from four age groups (13-14, 18-20, 35-45 and 55-65 years). Participants were randomly assigned to one of three conditions: (a) meaningful irrelevant speech, (b) road traffic noise, and (c) quiet. The results showed effects of both noise sources on a majority of the dependent measures, both when taken alone and aggregated according to the nature of the material to be memorised. However, the noise effects for episodic memory tasks were stronger than for semantic memory tasks. Further, in the reading comprehension task, cued recall and recognition were more impaired by meaningful irrelevant speech than by road traffic noise. Contrary to predictions, there was no interaction between noise and age group, indicating that the obtained noise effects were not related to the capacity to perform the task. The results from the three experiments taken together throw more light on the relative effects of road traffic noise and meaningful irrelevant speech on memory performance in different age groups.

Aircraft and road traffic noise and children's cognition and health: a cross-national study.

BACKGROUND: Exposure to environmental stressors can impair children's health and their cognitive development. The effects of air pollution, lead, and chemicals have been studied, but there has been less emphasis on the effects of noise. Our aim, therefore, was to assess the effect of exposure to aircraft and road traffic noise on cognitive performance and health in children. METHODS: We did a cross-national, cross-sectional study in which we assessed 2844 of 3207 children aged 9-10 years who were attending 89 schools of 77 approached in the Netherlands, 27 in Spain, and 30 in the UK located in local authority areas around three major airports. We selected children by extent of exposure to external aircraft and road traffic noise at school as predicted from noise contour maps, modelling, and on-site measurements, and matched schools within countries for socioeconomic status. We measured cognitive and health outcomes with standardised tests and questionnaires administered in the classroom. We also used a questionnaire to obtain information from parents about socioeconomic status, their education, and ethnic origin. FINDINGS: We identified linear exposure-effect associations between exposure to chronic aircraft noise and impairment of reading comprehension (p=0.0097) and recognition memory (p=0.0141), and a non-linear association with annoyance (p<0.0001) maintained after adjustment for mother's education, socioeconomic status, longstanding illness, and extent of classroom insulation against noise. Exposure to road traffic noise was linearly associated with increases in episodic memory (conceptual recall: p=0.0066; information recall: p=0.0489), but also with annoyance (p=0.0047). Neither aircraft noise nor traffic noise affected sustained attention, self-reported health, or overall mental health. INTERPRETATION: Our findings indicate that a chronic environmental stressor-aircraft noise-could impair cognitive development in children, specifically reading comprehension. Schools exposed to high levels of aircraft noise are not healthy educational environments.

The West London Schools Study: the effects of chronic aircraft noise exposure on child health.

BACKGROUND: Previous field studies have indicated that children's cognitive performance is impaired by chronic aircraft noise exposure. However, these studies have not been of sufficient size to account adequately for the role of confounding factors. The objective of this study was to test whether cognitive impairments and stress responses (catecholamines, cortisol and perceived stress) are attributable to aircraft noise exposure after adjustment for school and individual level confounding factors and to examine whether children exposed to high levels of social disadvantage are at greater risk of noise effects. METHODS: The cognitive performance and health of 451 children aged 8-11 years, attending 10 schools in high aircraft noise areas (16 h outdoor Leq > 63 dBA) was compared with children attending 10 matched control schools exposed to lower levels of aircraft noise (16 h outdoor Leq < 57 dBA). RESULTS: Noise exposure was associated with impaired reading on difficult items and raised annoyance, after adjustment for age, main language spoken and household deprivation. There was no variation in the size of the noise effects in vulnerable subgroups of children. High levels of noise exposure were not associated with impairments in mean reading score, memory and attention or stress responses. Aircraft noise was weakly associated with hyperactivity and psychological morbidity. CONCLUSIONS: Chronic noise exposure is associated with raised noise annoyance in children. The cognitive results indicate that chronic aircraft noise exposure does not always lead to generalized cognitive effects but, rather, more selective cognitive impairments on difficult cognitive tests in children.

The circumplex structure of affect: a Swedish version.

The taxonomy of a circumplex model has been widely applied in the emotion domain and especially by researchers advocating a systematic arrangement of conscious emotional experience (see Fabrigar, Visser & Browne, 1997; Feldman Barett & Russell, 1999 for recent reviews). To rule out some of the lexical problems in the naming of affective states in the circumplex space, Larsen and Diener (1992) suggested a labeling system with forty-eight English adjectives representing eight affective states. The objective of the present study was to examine how well Swedish adjectives map onto a dimensional model of this kind, in doing so, to compose a Swedish measure for self-reported affect. The forty-eight Swedish adjectives translated from Larsen and Diener (1992) failed to capture a pure circumplex structure. However, when approximately two thirds of these adjectives were reanalyzed, a reasonable consistency with the circumplex model was reached. This suggested a composite Swedish measure for self-rated affect, with up to four adjectives representing each of the eight affective states in the circumplex space.

The psychological cost of aircraft noise for children.

Psychological effects of aircraft noise exposure on children have only recently been addressed in the References. The current study took advantage of a natural experiment caused by the opening of a major new airport, exposing children in a formerly quiet area to aircraft noise. In this prospective longitudinal investigation, which employed non-exposed control groups, effects of aircraft noise prior to and subsequent to inauguration of the new airport as well as effects of chronic noise and its reduction at the old airport (6 and 18 month post relocation), were studied in 326 children aged 9 to 13 years. The psychological health of children was investigated with a standardized quality of life scale as well as with a motivational measure derived from the Glass and Singer stress aftereffects paradigm. In addition a self report noise annoyance scale was used. In the children studied at the two airports over three time points, results showed a significant decrease of total quality of life 18 month after aircraft noise exposure as well as a motivational deficits operationalized by fewer attempts to solve insoluble puzzles in the new airport area. Parallel shifts in children's attributions for failure were also noted. At the old airport parallel impairments were present before the airport relocation but subsided there after. These findings are in accord with reports of impaired psychological health after noise exposure and indicate the relevance of monitoring psychological parameters as a function of environmental stressors among children.

A comparison between the impact of noise from aircraft, road traffic and trains on long-term recall and recognition of a text in children aged 12-14 years.

A total of 417 students in the seventh grade, 12-14 old, took part in three 15 min learning sessions in their ordinary class-rooms. Their task was to read a text, and they were tested one week later with difficult recall questions and less difficult recognition items on the text. The first session was a pretest for their learning abilities. This session was run in ambient noise conditions and all the students read the very same text. The scores from this session were employed to split the pupils along the median into two groups of learning ability. Sessions two and three were counterbalanced as a noise condition or an ambient noise condition. In these sessions two other texts were employed, and they appeared equally often under the noise and ambient conditions, as well as under the two different presentation orders. Three subgroups of the pupils were exposed to aircraft noise, train noise and road-traffic noise. The noise types were of the same equivalent level (66 dB(A) Leq) in all subgroups. The design of the study permitted two different analyses of long-term learning. First, in a within subject analysis, the difference scores between the noise and ambient noise conditions in session 2 and 3 were calculated, and crossed with learning ability (high and low) and type of noise. In a second between subject analysis, the difference scores in session 1 and 2 were crossed with the group factor whether they had noise or ambient conditions in session 2, and the ability and noise type factors. Both analyses yielded the same results. Noise impaired long-term recall of the difficult items. Degree of impairment on the recall items did not interact with noise source or learning ability. The average impairment due to aircraft and road traffic noise was around 23% of the scores. Train noise had no effect. For the easy recognition items there were no effects of noise exposure, nor of its interaction with noise source and learning ability. Since the number of pages read did not differ between noise and ambient conditions, an explanation in terms of distraction is ruled out. The results are discussed in terms of arousal and cognitive overload.

Normal-hearing and hearing-impaired subjects' ability to just follow conversation in competing speech, reversed speech, and noise backgrounds.

The performance on a conversation-following task by 24 hearing-impaired persons was compared with that of 24 matched controls with normal hearing in the presence of three background noises: (a) speech-spectrum random noise, (b) a male voice, and (c) the male voice played in reverse. The subjects' task was to readjust the sound level of a female voice (signal), every time the signal voice was attenuated, to the subjective level at which it was just possible to understand what was being said. To assess the benefit of lipreading, half of the material was presented audiovisually and half auditorily only. It was predicted that background speech would have a greater masking effect than reversed speech, which would in turn have a lesser masking effect than random noise. It was predicted that hearing-impaired subjects would perform more poorly than the normal-hearing controls in a background of speech. The influence of lipreading was expected to be constant across groups and conditions. The results showed that the hearing-impaired subjects were equally affected by the three background noises and that normal-hearing persons were less affected by the background speech than by noise. The performance of the normal-hearing persons was superior to that of the hearing-impaired subjects. The prediction about lipreading was confirmed. The results were explained in terms of the reduced temporal resolution by the hearing-impaired subjects.

Thermal stress and human performance.

There is evidence that the thermal stress encountered in many work environments may negatively affect various aspects of human performance and behavior. Evaluation of the empirical research is, however, complicated by differences in both the methodology and the definition of the basic stimulus. Effects of heat and cold stress are briefly reviewed, with particular regard to theoretical considerations.

Modeling processes in the acquisition of fears: vicarious electrodermal conditioning to fear-relevant stimuli.

Fear-relevant (snakes, spiders, and rats) and fear-irrelevant (flowers, mushrooms, and berries) pictures were compared as conditioned and instigating stimuli in a vicarious classical conditioning paradigm with skin conductance responses as the dependent variable. A female confederate model and subject watched the pictures side by side. A female stimulus presentations, the experimenter interrupted to investigate alleged overreactions of the model to one of the stimulus classes. The model then vividly described a phobia for this object, which was to serve as a vicarious instigating stimulus. The experiment continued for a few conditioning trials, and then the experimenter announced that the disturbing stimulus would be omitted before the second part of the experiment. There was no effect of stimulus content on vicariously instigated responses, although significant overall instigation was observed. However, the responses to the stimulus that was paired with the model's phobic stimulus, that is, the vicariously conditioned responses, failed to extinguish during the second part of the experiment when it was fear-relevant but extinguished immediately when it was fear-irrelevant.

Information about the model's unconditioned stimulus and response in vicarious classical conditioning.

Four groups with 16 observers each participated in a differential, vicarious conditioning experiment with skin conductance responses as the dependent variable. The information available to the observer about the model's unconditioned stimulus and response was varied in a 2 X 2 factorial design. Results clearly showed that information about the model's unconditioned stimulus (a high or low dB level) was not necessary for vicarious instigation, but that information about the unconditioned response (a high or low emotional aversiveness) was necessary. Data for conditioning of responses showed almost identical patterns to those for vicarious instigation. To explain the results, a distinction between factors necessary for the development and elicitation of vicariously instigated responses was introduced, and the effectiveness of information about the model's response on the elicitation of vicariously instigated responses was considered in terms of an expansion of Bandura's social learning theory.