噪声和混响对儿童课堂言语识别和记忆行为的影响

The children need not only to hear what the teachers said clearly,and more importantly, the children need to remember what the teachers said in the classroom. However, excessive noise and very long reverberation in the classroom not only decrease speech intelligibility in classroom, but also disturb the memory performance of children, which has effect on the learning of children in classroom. Based on the previous studies, the project will investigate the effects of noise and reverberation on the children's speech recognition and memory performance by using the combined method of questionnaire survey and objective acoustical measurement, and the combined subjective listening evaluations and psychological test. Its aims are to grasp the effects of different types of noise, different reverberation time and signal-to-noise ratio on the Chinese speech recognition of the children, reveal the relationship between objective speech intelligibility parameters and subjective Chinese speech intelligibility scores for children with different age in classroom, seek a suitable objective speech intelligibility parameter for children, explore the effects of noise, reverberation time and signal-to-noise ratio on the memory performance of the children, clarify the function of sound amplification system on children's speech recognition and memory performance in the classroom and determine the acoustical demands for the children with different age in the classroom. The project will provide a good learning environment for the children. The results of the project will provide the scientific foundation for the design and the improvement of the new and old classroom acoustical environment, and the scientific guidance and experimental basis for the formulation of classroom acoustical standard or code in China.

儿童在课堂上不但要听清、更重要的是要记住教师所讲的内容，然而室内过量的噪声和太长混响不但降低了室内的语言清晰度，而且干扰儿童的记忆行为，影响儿童课堂学习效果。本项目在已有研究工作的基础上，采用问卷调查与客观声学测量、主观听音评价与心理测试相结合的研究方法研究噪声和混响对儿童言语识别和记忆行为的影响。掌握不同类型的噪声、不同混响时间和信噪比对儿童汉语言语识别的影响，揭示不同年龄段的儿童在教室内的言语识别得分与客观语言清晰度参数之间的关系和规律，探寻适用于儿童的客观语言清晰度参数，探索课堂中噪声、混响和信噪比等对儿童记忆行为的影响，阐明教室声音放大系统对儿童言语识别、记忆行为等作用，确定不同年龄段的儿童各自所需要的教室声学要求，为儿童提供一个良好的学习环境。该项目的研究结果将为新建及现有教室声学环境的改善和设计提供科学依据、为我国教室声学标准或规范的制定提供科学指导和实验依据。

项目在广州市选取10所小学学校教室，采用问卷调查与客观声学测量、主观听音评价与心理学测试相结合的研究方法研究小学教室内噪声和混响对儿童言语识别和记忆行为的影响。通过客观声学测量和问卷调查，项目获得了这些小学校内教室的客观声学参数及其教室室内外噪声及室内混响对儿童在教室内学习的影响；通过心理学测试和主观听音评价，研究了不同类型的噪声、不同混响时间、不同语言声级和信噪比对儿童汉语言语识别的影响，研究不同年龄段的儿童在教室内的言语识别得分与客观语言清晰度参数（语言传输指数、信噪比、有用有害声能比等）之间的关系和规律，研究得出适用于儿童的客观语言清晰度参数，探讨了课堂中噪声、混响和信噪比等对儿童记忆行为的影响，阐明了教室声音放大系统对儿童言语识别的作用，确定不同年龄段的儿童各自所需要的教室声学要求。本项目的研究获得一系列成果，发表了20多篇研究论文。该项目的研究成果为新建及现有教室声学环境的改善和设计提供科学依据、为我国教室声学标准或规范的制定提供科学指导和实验依据。该项目的研究成果不但具有潜在的应用前景，而且具有重要的社会意义。