The Negative Impact of Noise on Adolescents' Executive Function: An Online Study in the Context of Home-Learning During a Pandemic

Adapting language development research paradigms to online testing: Data from preferential looking, word learning and vocabulary assessment in toddlers

During the recent pandemic, it became necessary to adapt lab-based studies to online experiments. To investigate the impact of online testing on the quality of data, we focus on three paradigms widely used in infant research: a word recognition task using the Intermodal Preferential Looking Paradigm, a word learning task using the Switch task, and a language assessment tool (WinG) where children identify a target word amongst a set of picture cards. Our results for synchronous and asynchronous studies provide support for the robustness of online testing. In Experiment 1, robust word recognition was found in 24-month-old toddlers. In Experiment 2, 17-month-old infants consistently learned a new word. Finally, Experiment 3 demonstrated that 19- to 26-month-old children performed well on a language assessment test administered online. Overall, effect sizes or language scores were found to be higher than in lab-based studies. These experiments point to promising possibilities for reaching out to families around the world.

The challenge of screen mediated shared reading for children's learning and engagement

Introduction

Screen mediated shared reading (SMSR), which involves an adult reading a child a book through video-chat, is a recent development in shared reading. In this study, we investigated whether, as in in-person shared reading, children could learn new words from SMSR, and whether having a physical copy of the book to follow along with impacted children's novel word retention and engagement in this setting.

Method

Three- to 5-year-old participants (n = 34) were read an 8-page rhyming, "Meet the Friendly Monsters" story by a researcher over Zoom, via screen sharing an e-version of the story used in previous studies. Participants were randomly assigned to one of two conditions: SMSR with or without a paper copy of the book to follow along with. The session was recorded to measure children's engagement behaviors during the reading. Novel word learning from the story was measured with both a multiple choice identification test and a monster naming test, both administered immediately after the initial reading, then re-administered 10-14 days later. Engagement during the SMSR sessions was measured every 30-s on a scale of 1 (low engagement) to 5 (high engagement), and then averaged for each child.

Results

Results show that children overall performed slightly above chance on novel monster name retention from the SMSR. However, retention was not as strong as seen in other in-person shared reading studies using the same story. Additionally, while children remembered monster names with equal efficacy regardless of condition and level of engagement, there were still qualitative differences in the reading sessions depending on whether children had their own paper copy of the book to follow along with - in general, the 'with book' condition appeared to increase the challenges posed to children's attention during SMSR, potentially making the word learning task more difficult.

Discussion

The findings of this study have implications for how to approach shared reading with young children in new contexts with the use of emerging technology. We raise future research questions for a better understanding of best practices for screen mediated shared reading.

A qualitative and quantitative synthesis of the impacts of COVID-19 on soundscapes: A systematic review and meta-analysis

The current prolonged coronavirus disease (COVID-19) pandemic has substantially influenced numerous facets of our daily lives for over two years. Although a number of studies have explored the pandemic impacts on soundscapes worldwide, their works have not been reviewed comprehensively nor systematically, hence a lack of prospective soundscape goals based upon global evidence. This review study examines evidence of the COVID-19 crisis impacts on soundscapes and quantifies the prevalence of unprecedented changes in acoustic environments. Two key-research classes were identified based on a systematic content analysis of the 119 included studies: (1) auditory perceptual change and (2) noise level change due to the COVID-19 pandemic/lockdown. Our qualitative synthesis ascertained the substantial adverse consequences of pandemic soundscapes on human health and well-being while beneficial aspects of the COVID-19 pandemic on soundscapes were yet identified. Furthermore, meta-analysis results highlight that the observed average noise-level reduction (148 averaged samples derived from 31 studies) varied as a function of the stringency level of the COVID-19 confinement policies imposed by the governments, which would be further moderated by urban morphology and main noise sources. Given these collective findings, we propose soundscape materiality, its nexus with related the United Nations' sustainable development goals (SDGs), and prospective approaches to support resilient soundscapes during and after the pandemic, which should be achieved to enhance healthy living and human well-being.

Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise

Environmental noise is one of the main sources of pollution in today’s modern world. Health effects associated with noise depend on both environmental exposure and individuals’ noise sensitivity. However, still little is known as to why some children are more noise sensitive than others. Studies to date have focused on adult populations and have not considered both cognitive and personality factors when explaining noise sensitivity. The current research investigates individual differences in noise sensitivity among elementary school children, with the aim of shedding light on its underlying mechanisms. Study 1 (n = 112) validated a novel questionnaire assessing children’s reactions to classroom noise against two measures of noise sensitivity that are commonly used in adult populations. Study 2 (n = 237) investigated how children’s reactions to classroom noise covaried with their effortful control and prosocial skills, both measured through a teacher report. Prosocial skills were not related to children’s reactions to noise. However, children with lower effortful control skills reported more negative reactions to classroom noise. Given the importance of effortful control skills to succeed at school, children at risk of school difficulty might also be the ones who are particularly vulnerable to noise.