Comparing Attention and Cognitive Function in School Children across Noise Conditions: A Quasi-Experimental Study.
- Author:
Soo young BHANG
1
;
Jaekook YOON
;
Joohyun SUNG
;
Cheolin YOO
;
Changsun SIM
;
Changmyung LEE
;
Jaewon LEE
;
Jiho LEE
Author Information
- Publication Type:Original Article
- Keywords: Noise; Children; Cognition; Attention; Learning; Vulnerability
- MeSH: Child*; Cognition*; Female; Humans; Korea; Learning; Linear Models; Noise*; Non-Randomized Controlled Trials as Topic*; Stroop Test; Ulsan
- From:Psychiatry Investigation 2018;15(6):620-627
- CountryRepublic of Korea
- Language:English
- Abstract: OBJECTIVE: The effect of acute noise on cognitive function has long been a topic of study, yet these effects remain a serious problem for learning performance in school children. METHODS: From November 15, 2010 to December 8, 2010, we enrolled 268 students from three elementary schools (135 boys and 133 girls, 10–12 years old) in Ulsan, Korea. The study subjects were divided into two groups according to their test conditions (background versus additional noise), and tests were conducted using psychological examination tools. Chi-square tests and general linear models were used to assess the differences of impacts on cognition between the two groups. RESULTS: After adjusting for socio-demographic covariates, the noise significantly affected the results of full-scale IQ, verbal IQ, Continuous Performance Test scores, and Children’s Color Trails Test and Stroop test scores. The groups at high risk of learning difficulties were more affected by noise than low-risk groups. CONCLUSION: These findings suggest that noise is hazardous to the attention and performance of elementary school students, particularly for groups at greater risk for poor academic achievement. Additional studies are needed to identify subject-specific levels of noise that can affect attention and cognitive function.
