Comparing Attention and Cognitive Function in School Children across Noise Conditions

• 발행기관: 대한신경정신의학회
• 저자명: Soo-young Bhang Jaekook Yoon Joohyun Sung Cheolin Yoo Changsun Sim Changmyung Lee Jaewon Lee Jiho Le
• 간행물 정보: 『Psychiatry Investigation』제15권 제6호, 620~627쪽, 전체 8쪽
• 주제분류: 의약학 > 정신과학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

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.

목차

INTRODUCTION

METHODS

RESULTS

DISCUSSION

키워드

Noise Children Cognition Attention Learning Vulnerability