Psychiatry Investig.  2018 Jun;15(6):620-627. 10.30773/pi.2018.01.15.

Comparing Attention and Cognitive Function in School Children across Noise Conditions: A Quasi-Experimental Study

• Bhang SY
• Yoon J
• Sung J
• Yoo C
• Sim C
• Lee C
• Lee J
• Lee J

• KMID: 2428887
• DOI: http://doi.org/10.30773/pi.2018.01.15

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.

Keyword

Noise; Children; Cognition; Attention; Learning; Vulnerability

MeSH Terms

Child*
Cognition*
Female
Humans
Korea
Learning
Linear Models
Noise*
Non-Randomized Controlled Trials as Topic*
Stroop Test
Ulsan