Is children’s listening effort in background noise influenced by the speaker’s voice quality?

References

• Howard CS, Munro KJ, Plack CJ. Listening effort at signal-to-noise ratios that are typical of the school classroom. Int J Audiol 2010;49:928–32.
   PubMed Web of Science ®Google Scholar
• Mattys SL, Davis MH, Bradlow AR, Scott SK. Speech recognition in adverse conditions: a review. Lang Cogn Process 2012;27:953–78.
   Web of Science ®Google Scholar
• McGarrigle R, Munro KJ, Dawes P, et al. Listening effort and fatigue: what exactly are we measuring? A British Society of Audiology Cognition in Hearing Special Interest Group 'white paper'. Int J Audiol 2014;53:433–40.
   PubMed Web of Science ®Google Scholar
• Fraser S, Gagne JP, Alepins M, Dubois P. Evaluating the effort expended to understand speech in noise using a dual-task paradigm: the effects of providing visual speech cues. J Speech Lang Hear Res 2010;53:18–33.
   PubMed Web of Science ®Google Scholar
• Gosselin PA, Gagne JP. Older adults expend more listening effort than young adults recognizing audiovisual speech in noise. Int J Audiol 2011;50:786–92.
   PubMed Web of Science ®Google Scholar
• Hick CB, Tharpe AM. Listening effort and fatigue in school-age children with and without hearing loss. J Speech Lang Hear Res 2002;45:573–84.
   PubMed Web of Science ®Google Scholar
• Picou EM, Ricketts TA. Increasing motivation changes subjective reports of listening effort and choice of coping strategy. Int J Audiol 2014;53:418–26.
   PubMed Web of Science ®Google Scholar
• Rudner M, Lunner T, Behrens T, et al. Working memory capacity may influence perceived effort during aided speech recognition in noise. J Am Acad Audiol 2012;23:577–89.
   PubMed Web of Science ®Google Scholar
• Houben R, van Doorn-Bierman M, Dreschler WA. Using response time to speech as a measure for listening effort. Int J Audiol 2013;52:753–61.
   PubMed Web of Science ®Google Scholar
• Gatehouse S, Gordon J. Response times to speech stimuli as measures of benefit from amplification. Br J Audiol 1990;24:63–8.
   PubMedGoogle Scholar
• Bishop D. Test for reception of grammar, version 2 (TROG 2). London, UK: Pearson Assessment; 2003.
   Google Scholar
• Bishop D. Test for reception of grammar, version 2 (TROG 2). Swedish version. London, UK: Pearson Assessment; 2009.
   Google Scholar
• Klatte M, Hellbruck J, Seidel J, Leistner P. Effects of classroom acoustics on performance and well-being in elementary school children: a field study. Environ Behav 2010;42:659–92.
   Web of Science ®Google Scholar
• Shield B, Dockrell JE. External and internal noise surveys of London primary schools. J Acoust Soc Am 2004;115:730–8.
   PubMed Web of Science ®Google Scholar
• Shield BM, Dockrell JE. The effects of environmental and classroom noise on the academic attainments of primary school children. J Acoust Soc Am 2008;123:133–44.
   PubMed Web of Science ®Google Scholar
• Whitlock J, Dodd G. Speech intelligibility in classrooms: specific acoustical needs for primary school children. Build Acoust 2008;15:35–47.
   Google Scholar
• Pelegrin Garcia D, Brunskog J, Rasmussen B, et al. Speaker-oriented classroom acoustics design guidelines in the context of current regulations in European countries. Acta Acust United Acust 2014;100:1073–89.
   Web of Science ®Google Scholar
• Lyberg-Åhlander V, Rydell R, Löfqvist A. Speaker's comfort in teaching environments: voice problems in Swedish teaching staff. J Voice 2011;25:430–40.
   PubMed Web of Science ®Google Scholar
• Brunskog J, Gade AC, Payá-Bellester G, Reig-Calbo L. Increase in voice level and speaker comfort in lecture rooms. J Acoust Soc Am 2009;125:2072–83.
   PubMed Web of Science ®Google Scholar
• Rantala LM, Hakala S, Holmqvist S, Sala E. Classroom noise and teachers' voice production. J Speech Lang Hear Res 2015; 58:1397–406.
   PubMed Web of Science ®Google Scholar
• Lyberg-Åhlander V, Pelegrín García D, Whitling S, et al. Teachers' voice use in teaching environments: a field study using ambulatory phonation monitor. J Voice 2014;28:841.e5–15.
   PubMed Web of Science ®Google Scholar
• Lyberg-Åhlander V, Haake M, Brännstrom J, et al. Does the speaker's voice quality influence children's performance on a language comprehension test? Int J Speech Lang Pathol Audiol 2015;17:63–73.
   Google Scholar
• Lyberg-Åhlander V, Holm L, Kastberg T, et al. Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers? Int J Speech Lang Pathol Audiol 2015;17:577–88.
   Google Scholar
• Morsomme D, Minell L, Verduyckt I. Impact of teachers' voice quality on children's language processing skills. Logopedie 2011;9–15.
   Google Scholar
• Morton V, Watson D. The impact of impaired vocal quality on children's ability to process spoken language. Logoped Phoniatr Vocol 2001;26:17–25.
   PubMedGoogle Scholar
• Rogerson J, Dodd B. Is there an effect of dysphonic teachers' voices on children's processing of spoken language? J Voice 2005;19:47–60.
   PubMed Web of Science ®Google Scholar
• Greenberg ML, Waldman DI. Developmental normative data on The Test ov Variables of Attention (T.O.V.A.). J Child Psychol Psychiat 1993;34:1019–30.
   PubMed Web of Science ®Google Scholar
• Sax L. Sex differences in hearing: implications for best practice in the classroom. Age 2010;2:13–21.
   Google Scholar
• Ross LA, Del Bene VA, Molholm S, et al. Sex differences in multisensory speech processing in both typically developing children and those on the autism spectrum. Front Neurosci 2015;9:185.
   PubMed Web of Science ®Google Scholar
• Haake M, Hansson K, Gulz A, et al. The slower the better? Does the speaker's speech rate influence children's performance on a language comprehension test? Int J Speech Lang Pathol Audiol 2014;16:181–90.
   Google Scholar
• Brännstrom KJ, Holm L, Lyberg-Åhlander V, et al. Children's subjective ratings and opinions of typical and dysphonic voice after performing a language comprehension task in background noise. J Voice 2015;29:624–30.
   PubMed Web of Science ®Google Scholar
• Whitling S, Rydell R, Lyberg Åhlander V. Design of a clinical vocal loading test with long-time measurement of voice. J Voice 2015;29:261.e13–e27.
   Web of Science ®Google Scholar
• Holube I, Fredelake S, Vlaming M, Kollmeier B. Development and analysis of an International Speech Test Signal (ISTS). Int J Audiol 2010;49:891–903.
   PubMed Web of Science ®Google Scholar
• Hammarberg B. Voice research and clinical needs. Folia Phoniatr Logop 2000;52:93–102.
   PubMed Web of Science ®Google Scholar
• Gaulin CA, Campbell TF. Procedure for assessing verbal working memory in normal school-age children: some preliminary data. Percept Mot Skills 1994;79:55–64.
   PubMed Web of Science ®Google Scholar
• Pohjanen A, Sandberg M. Arbetsminnet hos svenska fem-, sju- och nioåriga barn med normal språkutveckling [Working Memory Capacity in seven- and nine year old children with typical language development] [Master Thesis]. Lund University; 1999.
   Google Scholar
• Wechsler D. WISC IV integrated. Wechsler intelligence scale for children. London, UK: Pearson Assessment; 2004.
   Google Scholar
• Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. Hillsdale, NJ: Lawrence Erlbaum Associates; 1988.
   Google Scholar
• Lavie N. Distracted and confused? Selective attention under load. Trends Cogn Sci 2005;9:75–82.
   PubMed Web of Science ®Google Scholar
• Pichora-Fuller MK, Kramer SE, Eckert MA, et al. Hearing impairment and cognitive energy: the Framework for Understanding Effortful Listening (FUEL). Ear Hear 2016;37:5s–27s.
   PubMed Web of Science ®Google Scholar
• Bess FH, Hornsby BWY. The complexities of fatigue in children with hearing loss. Perspect Hear Hear Disord Child 2014;24:25–39.
   Google Scholar
• Palmer LK, Economou P, Cruz D, et al. The relationship between stress, fatigue, and cognitive functioning. Coll Stud J 2014;48:198–211.
   Google Scholar
• Boman E. The effects of noise and gender on children's episodic and semantic memory. Scand J Psychol 2004;45:407–16.
   PubMed Web of Science ®Google Scholar
• Wizemann TM, Pardue ML, eds. Exploring the biological contributions to human health: does sex matter? Washington (DC): Institute of Medicine (US) Committee on Understanding the Biology of Sex and Gender Differences; US: National Academies Press; 2001.
   Google Scholar