Effects of meaningful auditory stimulation on children's scholastic performance.
Effects of meaningful auditory stimulation on children's scholastic performance.
复制标题
有意义的听觉刺激对儿童学业表现的影响。
DOI：
10.1037/h0033747
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发表时间：
1972
影响因子：
4.9
通讯作者：
H. Kassinove
中科院分区：
文献类型：
--
作者：
H. Kassinove
探讨有意义的听觉刺激对儿童学习成绩的影响。48名三年级和40名六年级小学生在安静或存在几种类型的听觉刺激的情况下独立完成一系列自定进度的加法或除法问题。任务表现进行了评估的平均时间每响应，响应时间的变化，错误的概率，正确的反应，“超时”的数量，以及随着时间的推移，这些行为的变化。结果表明，听觉刺激在任何方式都不会影响任务的执行。既没有总体效果，也没有随时间推移而产生的效果。有人认为，学校和家长都不应该花大量的钱来消除孩子学习环境中的适度噪音。(18参考文献）（PsycInfo数据库记录（c）2022阿帕，保留所有权利）
Investigated the effects of meaningful auditory stimulation on children's scholastic performance. 48 3rd grade and 40 6th grade elementary school children worked independently on a series of self-paced addition or division problems, either in quiet or in the presence of several types of auditory stimuli. Task performance was evaluated in terms of mean time per response, variability of response time, probability of error, number of correct responses, number of" time-outs," and changes in these behaviors over time. Results indicate that the auditory stimulation in no way affected task performance. There was neither an overall effect nor an effect over time. It is argued that great amounts of money should not be spent by either schools or parents in order to eliminate moderate amounts of noise from a child's academic environment.(18 ref.)(PsycInfo Database Record (c) 2022 APA, all rights reserved)