Assessing Aircraft Noise Conditions Affecting Student Learning, Volume 1: Final Report (2014) / Chapter Skim
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CHAPTER 2. LITERATURE REVIEW This literature review critically evaluates the field of noise effects on children's cognitive performance and learning outcomes describing the evidence for effects from research conducted over the past few decades.
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Article I
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Article II.
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Pfeiffer, Jilg, et al, 1998; Sanz, Garcia and Garcia, 1993) : and poorer reading ability and school performance on national standardized tests (Bronzaft, 1981; Bronzaft and McCarthy, 1975; Clark, Martin, van Kempen, et al, 2006; Cohen, Glass and Singer, 1973; Eagan, Anderson, Nicholas, et al, 2004; Evans, Hygge and Bullinger, 1995; Evans and Maxwell, 1997; Green, Pasternack and Shore, 1982; Haines, Stansfeld, Brentnall, et al, 2001; Haines, Stansfeld, Head, et al, 2002; Haines, Stansfeld, Job, et al, 2001a; Lukas, DuPree and Swing, 1981)
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was adjusted for in terms of the percent eligible for free lunch programmes, along with adjustment for ethnic group, absentee admissions and departure rates, pupil-teacher ratio and teacher experience. The partial regression coefficients for the noise scale variables were all positive and were statistically significant at the 0.05 probability level in 15 of 18 regressions.
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exposure on children's reading comprehension, suggesting that effects may not habituate over time and may be influenced by socioeconomic factors. While some previous studies have examined the role of socioeconomic factors and demonstrated an effect of noise on cognition over and above the influence of socioeconomic factors (Haines, Stansfeld, Job, et al, 2001a)
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The RANCH study (Road traffic and Aircraft Noise exposure and children's Cognition and Health) (Clark, Martin, van Kempen, et al, 2006; Stansfeld, Berglund, Clark, et al, 2005)
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reading comprehension to be poorer in aircraft noise-exposed secondary schools. However, further analyses adjusting for confounding factors are ongoing and are required to confirm these initial conclusions.
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learning outcomes assessed from standardized tests scores included the percentage of students with the worst test grade; the average numerical score; and the percentage of students with the best test grade. Class averaged scores on these tests after one year of schooling following noise reduction were compared with scores in the years prior to noise reduction.
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Another possibility is that noise interferes in the interactions between teachers and pupils. Teacher frustration and interruptions in communication between teachers and children could also be a mechanism for cognitive effects (Evans, Kielwer and Martin, 1991)
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Overall, several plausible pathways and mechanisms for the effects of noise on children's cognition have been put forward, but in general evidence for these mechanisms is fairly sparse.
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specify a maximum sound level of 35 dBA, it should be noted that for ANSI guidelines this is for unoccupied classrooms, while for the WHO guidelines this is for occupied classrooms. This difference reflects a more pragmatic approach by the ANSI standard.
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2.6.2. Noise Effects on Children's Health (a)
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the RANCH study only partially replicated the West London School study findings in a larger sample drawn from the United Kingdom, the Netherlands, and Spain. While no associations were observed between either aircraft noise or road traffic noise and psychological distress, the association between aircraft noise exposure and hyperactivity was replicated (Stansfeld, Clark, Cameron, et al, 2009)
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cortisol has a diurnal variation and is usually high in the morning and low in the evening, making it difficult to measure effectively. Several airport noise studies have assessed the effects of noise on children's endocrine disturbance.
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Sleep disturbance could be an important issue to consider further in future studies of the effects of aircraft noise on children's learning.
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2.7.2. Classroom Acoustics and Guidelines Recent years have seen research begin to explore the link between classroom acoustics and children's learning outcomes.
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