Listening effort at signal-to-noise ratios that are typical of the school classroom.
OBJECTIVE
The aim of the study was to measure listening effort at typical classroom signal-to-noise ratios (SNRs).


METHODS
Listening effort was measured using a dual task paradigm. Participants repeated monosyllabic words presented in a background of children's chatter (primary task) at SNRs that are considered typical of the school classroom environment (quiet, +4, 0, -4 dB) while simultaneously rehearsing sets of five digits for recall (secondary task). High listening effort requires greater cognitive resources and is associated with reduced performance on the secondary task.


METHODS
Thirty one normal-hearing children (9-12 years).


RESULTS
Performance was generally maintained on the listening task when multitasking; however, performance decreased on the secondary recall task, especially at the more negative SNRs.


CONCLUSIONS
This demonstrates that considerable listening effort is required when listening at SNRs that are typical of the school classroom.
Human Communication and Deafness Division, University of Manchester, UK. clare.howard@addenbrookes.nhs.uk
Clare S
CS
Howard
Kevin J
KJ
Munro
Christopher J
CJ
Plack
D000161:Acoustic Stimulation; D000162:Acoustics; D001302:Audiometry, Speech; D001307:Auditory Perception; D002648:Child; D005160:Facility Design and Construction; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D009622:Noise / Q000009:adverse effects*; D010470:Perceptual Masking; D010775:Photic Stimulation; D021641:Recognition, Psychology; D012574:Schools; D017603:Signal Detection, Psychological