Listening effort and fatigue in native and non-native primary school children
Journal of Experimental Child Psychology, ISSN: 0022-0965, Vol: 210, Page: 105203
2021
- 18Citations
- 51Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations18
- Citation Indexes18
- 18
- Captures51
- Readers51
- 51
Article Description
Background noise makes listening effortful and may lead to fatigue. This may compromise classroom learning, especially for children with a non-native background. In the current study, we used pupillometry to investigate listening effort and fatigue during listening comprehension under typical (0 dB signal-to-noise ratio [SNR]) and favorable (+10 dB SNR) listening conditions in 63 Swedish primary school children (7–9 years of age) performing a narrative speech–picture verification task. Our sample comprised both native ( n = 25) and non-native ( n = 38) speakers of Swedish. Results revealed greater pupil dilation, indicating more listening effort, in the typical listening condition compared with the favorable listening condition, and it was primarily the non-native speakers who contributed to this effect (and who also had lower performance accuracy than the native speakers). Furthermore, the native speakers had greater pupil dilation during successful trials, whereas the non-native speakers showed greatest pupil dilation during unsuccessful trials, especially in the typical listening condition. This set of results indicates that whereas native speakers can apply listening effort to good effect, non-native speakers may have reached their effort ceiling, resulting in poorer listening comprehension. Finally, we found that baseline pupil size decreased over trials, which potentially indicates more listening-related fatigue, and this effect was greater in the typical listening condition compared with the favorable listening condition. Collectively, these results provide novel insight into the underlying dynamics of listening effort, fatigue, and listening comprehension in typical classroom conditions compared with favorable classroom conditions, and they demonstrate for the first time how sensitive this interplay is to language experience.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0022096521001211; http://dx.doi.org/10.1016/j.jecp.2021.105203; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85108725050&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/34118494; https://linkinghub.elsevier.com/retrieve/pii/S0022096521001211; https://dx.doi.org/10.1016/j.jecp.2021.105203
Elsevier BV
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