Auditory environments for successful communication activities for pupils

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K14281
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Ibaraki University
• Principal Investigator: Tabaru Kei 茨城大学, 教育学部, 准教授 (70735753)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 雑音下聴取 / 音環境 / 注意機能 / 発達障害

Outline of Final Research Achievements

The results of this study revealed external factors that influence listening in noise. In particular, we confirmed the importance of examining listening performance in noise under conditions close to everyday life because the listening performance was reduced under conditions with classroom noise, such as the 'sound of children playing freely'. Furthermore, we found that listening performance in noise develops in early childhood. Auditory attention was one of the factors affecting listening performance. The results of the auditory attention task were also lower in the cases with listening difficulties in noise, indicating the importance of considering listening problems from these cognitive factors.

Free Research Field

聴覚生理，聴覚心理，特別支援教育，教育オーディオロジー

Academic Significance and Societal Importance of the Research Achievements

これまで，「聴覚的な困難さ」を検討する際には難聴児がその対象となることが一般的であった。さらに，発達障害のある児童について検討する際には，その行動特性に焦点が当てられることが多く，聴覚的な困難さについてはあまり触れられてこなかった。本研究を実施したことで，注意機能に困難さのある児童は雑音下聴取にも困難を抱えている可能性が考えられ，聴覚的な視点からも，良好なSN比を設定する等の支援を提供する必要が考えられた。