Distracted While Reading? Changing to a Hard-to-Read Font Shields against the Effects of Environmental Noise and Speech on Text Memory

Individual characteristics moderate listening effort in noisy classrooms

Comprehending the teacher's message when other students are chatting is challenging. Even though the sound environment is the same for a whole class, differences in individual performance can be observed, which might depend on a variety of personal factors and their specific interaction with the listening condition. This study was designed to explore the role of individual characteristics (reading comprehension, inhibitory control, noise sensitivity) when primary school children perform a listening comprehension task in the presence of a two-talker masker. The results indicated that this type of noise impairs children's accuracy, effort, and motivation during the task. Its specific impact depended on the level and was modulated by the child's characteristics. In particular, reading comprehension was found to support task accuracy, whereas inhibitory control moderated the effect of listening condition on the two measures of listening effort included in the study (response time and self-ratings), even though with a different pattern of association. A moderation effect of noise sensitivity on perceived listening effort was also observed. Understanding the relationship between individual characteristics and classroom sound environment has practical implications for the acoustic design of spaces promoting students' well-being, and supporting their learning performance.

Influence of letter shape on readers' emotional experience, reading fluency, and text comprehension and memorisation

Introduction

The amount of educational material delivered to pupils and students through digital screens is increasing. This method of delivering educational materials has become even more prevalent during the COVID-19 pandemic. To be as effective as possible, educational material must be properly designed not only in terms of content, but also in terms of form, e.g., the typeface. The present study investigated the effect of letter shape on readers' feelings of pleasantness during reading, reading fluency, and text comprehension and memorisation.

Methods

To find out whether age influences the effects of typeface shape on reading measures, we divided the participants into a group of less experienced readers (children) and more experienced readers (adults). Both groups read texts in eight different typefaces: four of them were round or in rounded shape, and four were angular or in pointed shape. With an eye-tracker, the reading speed and the number of regressive saccades were recorded as measures of reading fluency and changes in pupil size as an indicator of emotional response. After reading each text, the participants rated the pleasantness of the typeface, and their comprehension and memorisation of texts were checked by asking two questions about the text content.

Results

We found that compared to angular letters or letters in pointed shape, round letters or letters in round shape created more pleasant feelings for readers and lead to a faster reading speed. Children, as expected, read more slowly due to less reading experiences, but, interestingly, had a similar number of regressive saccades and did not comprehend or remember the text worse than university students.

Discussion

We concluded that softer typefaces of rounder shapes should be used in educational materials, as they make the reading process easier and thus support the learning process better for both younger and adult readers. The results of our study also showed that a comparison of findings of different studies may depend on the differences among the used letter shapes.

The impact of auditory distraction on reading comprehension: An individual differences investigation

Background noise disrupts auditory selective attention and impairs performance on cognitive tasks, but the degree to which it is disruptive depends on the task and the individual. According to the load theory of attention and cognitive control, selective attention is influenced by both the perceptual load and the cognitive load of the primary task. Recent studies suggest that hard-to-read font in a reading task may shield attention against background noise and auditory distraction. The current study examined the disruptive effect of background noise on reading comprehension as a function of perceptual load and cognitive load. Perceptual load was manipulated by introducing task disfluency (hard-to-read or easy-to-read font), and cognitive load was manipulated by varying the type of background noise and investigating individual differences in working memory capacity. The results suggest that high perceptual load and high working memory capacity both facilitate reading comprehension. However, contrary to previous research, neither perceptual load nor capacity moderates the disruptive effect of background noise. These results failed to support the generalizability and applicability of the shield effect of perceptual disfluency against auditory distraction during reading but supported the beneficial effect of perceptual disfluency on reading comprehension.

A Slight Increase in Reverberation Time in the Classroom Affects Performance and Behavioral Listening Effort

OBJECTIVES

The purpose of this study was to investigate the effect of a small change in reverberation time (from 0.57 to 0.69 s) in a classroom on children's performance and listening effort. Aiming for ecological listening conditions, the change in reverberation time was combined with the presence or absence of classroom noise. In three academic tasks, the study examined whether the effect of reverberation was modulated by the presence of noise and depended on the children's age.

DESIGN

A total of 302 children (aged 11-13 years, grades 6-8) with normal hearing participated in the study. Three typical tasks of daily classroom activities (speech perception, sentence comprehension, and mental calculation) were administered to groups of children in two listening conditions (quiet and classroom noise). The experiment was conducted inside real classrooms, where reverberation time was controlled. The outcomes considered were task accuracy and response times (RTs), the latter taken as a behavioral proxy for listening effort. Participants were also assessed on reading comprehension and math fluency. To investigate the impact of noise and/or reverberation, these two scores were entered in the statistical model to control for individual child's general academic abilities.

RESULTS

While the longer reverberation time did not significantly affect accuracy or RTs under the quiet condition, it had several effects when in combination with classroom noise, depending on the task measured. A significant drop in accuracy with a longer reverberation time emerged for the speech perception task, but only for the grade 6 children. The effect on accuracy of a longer reverberation time was nonsignificant for sentence comprehension (always at ceiling), and depended on the children's age in the mental calculation task. RTs were longer for moderate than for short reverberation times in the speech perception and sentence comprehension tasks, while there was no significant effect of the different reverberation times on RTs in the mental calculation task.

CONCLUSIONS

The results indicate small, but statistically significant, effects of a small change in reverberation time on listening effort as well as accuracy for children aged 11 to 13 performing typical tasks of daily classroom activities. Thus, the results extend previous findings in adults to children as well. The findings also contribute to a better understanding of the practical implications and importance of optimal ranges of reverberation time in classrooms. A comparison with previous studies underscored the importance of early reflections as well as reverberation times in classrooms.

Word Identification With Temporally Interleaved Competing Sounds by Younger and Older Adult Listeners

OBJECTIVES

The purpose of this experiment was to contribute to our understanding of the nature of age-related changes in competing speech perception using a temporally interleaved task.

DESIGN

Younger and older adults (n = 16/group) participated in this study. The target was a five-word sentence. The masker was one of the following: another five-word sentence; five brief samples of modulated noise; or five brief samples of environmental sounds. The stimuli were presented in a temporally interleaved manner, where the target and masker alternated in time, always beginning with the target. Word order was manipulated in the target (and in the masker during trials with interleaved words) to compare performance when the five words in each stream did versus did not create a syntactically correct sentence. Talker voice consistency also was examined by contrasting performance when each word in the target was spoken by the same talker or by different talkers; a similar manipulation was used for the masker when it consisted of words. Participants were instructed to repeat back the target words and ignore the intervening words or sounds. Participants also completed a subset of tests from the NIH Cognitive Toolbox.

RESULTS

Performance on this interleaved task was significantly associated with listener age and with a metric of cognitive flexibility, but it was not related to the degree of high-frequency hearing loss. Younger adults' performance on this task was better than that of older adults, especially for words located toward the end of the sentence. Both groups of participants were able to take advantage of correct word order in the target, and both were negatively affected, to a modest extent, when the masker words were in correct syntactic order. The two groups did not differ in how phonetic similarity between target and masker words influenced performance, and interleaved environmental sounds or noise had only a minimal effect for all listeners. The most robust difference between listener groups was found for the use of voice consistency: older adults, as compared with younger adults, were less able to take advantage of a consistent target talker within a trial.

CONCLUSIONS

Younger adults outperformed older adults when masker words were interleaved with target words. Results suggest that this difference was unlikely to be related to energetic masking and/or peripheral hearing loss. Rather, age-related changes in cognitive flexibility and problems encoding voice information appeared to underlie group differences. These results support the contention that, in real-life competing speech situations that produce both energetic and informational masking, older adults' problems are due to both peripheral and nonperipheral changes.

Traffic Noise Annoyance in the Population of North Mexico: Case Study on the Daytime Period in the City of Matamoros

Aim: The presence of noise in urban environments is rarely considered a factor that causes damage to the environment. The primary generating source is transportation means, with vehicles being the ones that affect cities the most. Traffic noise has a particular influence on the quality of life of those who are exposed to it and can cause health alterations ranging from annoyance to cardiovascular diseases. This study aims to describe the relationship between the traffic noise level and the perceived annoyance in the inhabitants of a city on the Northern Border of Mexico. The work carried out in a city represents the vulnerability characteristics: economic, social, and migratory of its sizable portion of the inhabitants. Due to that, it is impossible to identify precisely the number of residents as the number of vehicles in circulation.

Methods: The streets and avenues with an annual average daily traffic of more than 1,000 vehicles were considered for the measurement of traffic noise. The equipment used was a vehicle gauge with non-invasive speed radar; type I integrating sound level meters, with their respective gauges and tripods. A questionnaire was applied to people living within 250 m of the streets and avenues in which the noise was measured.

Results: The noise measurement found a parameter of LA_eq estimated for 12 h during the day, exceeding 70 dBA. The data received from the questionnaire were statistically tested by using Pearson's correlation tests. A total number of 2,350 people were participated, of whom 1,378 were women (58.6%) and 972 were men (41.4%). The age of participants is ranged from 18 to 75 years. The overall perception of traffic noise annoyance identified that 1,131 participants (48.1%) responded “Yes” as they considered the noise annoying. Participants who responded “No” as well as those who responded “Do not know” resulted in a total of 1,219 people (51.9%).

Conclusion: The results show that the population is desensitized to traffic noise and does not perceive it as an annoyance. The flow of vehicles and the type of vehicles are the significant factors for the propagation and increase in the traffic noise levels. Women present a considerable appreciation of traffic noise perception instead of younger people who demonstrate a higher tolerance to high-level exposure. This reflects the lack of information of the population around the noise problem and its effects.

Effects of background noise and extraversion on reading comprehension performance

This study was concerned with the effects of acoustic distraction at work. Using a within-subject study we aimed to investigate the effect of background distraction on cognitive performance. In the presence of silence, white noise, and sirens, 55 fluent English speakers completed three equivalent variations of a reading comprehension task. As predicted, there was a significant main effect of background sound, with poorer performance in the presence of distraction (particularly sirens), but no interaction was found between distraction and extraversion. Thus, the findings partially replicated previous research in terms of distraction but were inconsistent with regard to the Eysenckian theory of arousal differences between introverts and extraverts. Implications of the effect of sirens on those they are not designed to alert are considered. Limitations of this study are also considered. Practitioner Summary: This study was concerned with whether white noise and the sound of sirens affects reading comprehension. We found that compared to doing a highly involving and demanding cognitive task in silence, siren noise has the most significant negative effect on performance. Compared to working silence, white noise also reduced the efficiency of text comprehension. There were no introvert-extravert effects.

Auditory Distraction During Reading: A Bayesian Meta-Analysis of a Continuing Controversy

Everyday reading occurs in different settings, such as on the train to work, in a busy cafeteria, or at home while listening to music. In these situations, readers are exposed to external auditory stimulation from nearby noise, speech, or music that may distract them from their task and reduce their comprehension. Although many studies have investigated auditory-distraction effects during reading, the results have proved to be inconsistent and sometimes even contradictory. In addition, the broader theoretical implications of the findings have not always been explicitly considered. We report a Bayesian meta-analysis of 65 studies on auditory-distraction effects during reading and use metaregression models to test predictions derived from existing theories. The results showed that background noise, speech, and music all have a small but reliably detrimental effect on reading performance. The degree of disruption in reading comprehension did not generally differ between adults and children. Intelligible speech and lyrical music resulted in the biggest distraction. Although this last result is consistent with theories of semantic distraction, there was also reliable distraction by noise. It is argued that new theoretical models are needed that can account for distraction by both background speech and noise.

Can Intrinsic and Extrinsic Metacognitive Cues Shield Against Distraction in Problem Solving?

We investigated the capacity for two different forms of metacognitive cue to shield against auditory distraction in problem solving with Compound Remote Associates Tasks (CRATs). Experiment 1 demonstrated that an intrinsic metacognitive cue in the form of processing disfluency (manipulated using an easy-to-read vs. difficult-to-read font) could increase focal task engagement so as to mitigate the detrimental impact of distraction on solution rates for CRATs. Experiment 2 showed that an extrinsic metacognitive cue that took the form of an incentive for good task performance (i.e. 80% or better CRAT solutions) could likewise eliminate the negative impact of distraction on CRAT solution rates. Overall, these findings support the view that both intrinsic and extrinsic metacognitive cues have remarkably similar effects. This suggests that metacognitive cues operate via a common underlying mechanism whereby a participant applies increased focal attention to the primary task so as to ensure more steadfast task engagement that is not so easily diverted by task-irrelevant stimuli.