Sound field amplification competes with noise control.

2008 ◽  
Vol 124 (4) ◽  
pp. 2572-2572
Author(s):  
David Lubman
Keyword(s):  
Noise Control ◽  
Sound Field ◽  
Field Amplification ◽  
Sound Field Amplification

Sound-Field Amplification

2003 ◽  
Vol 25 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Carol Flexer ◽  
Stephanie Long
Keyword(s):  
Sound Field ◽  
Field Amplification ◽  
Sound Field Amplification

Children With Developmental Disabilities

1990 ◽  
Vol 21 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Carol Flexer ◽  
Joseph P. Millin ◽  
Lisa Brown
Keyword(s):  
Developmental Disabilities ◽  
Word Identification ◽  
Sound Field ◽  
Verbal Communication ◽  
Identification Task ◽  
Primary Level ◽  
Field Amplification ◽  
Children With Developmental Disabilities ◽  
Sound Field Amplification

Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

The Use of Sound-Field Amplification Devices in Different Types of Classrooms

2011 ◽  
Vol 42 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Wayne J. Wilson ◽  
Julie Marinac ◽  
Kathryn Pitty ◽  
Carolyn Burrows
Keyword(s):  
Sound Field ◽  
Field Amplification ◽  
Different Types ◽  
Sound Field Amplification

Classroom Acoustics

1996 ◽  
Vol 27 (1) ◽  
pp. 16-20 ◽  
Author(s):  
Frederick S. Berg ◽  
James C. Blair ◽  
Peggy V. Benson
Keyword(s):  
Teaching And Learning ◽  
Noise Control ◽  
Sound Field ◽  
Room Acoustics ◽  
Signal Control ◽  
American Education ◽  
Acoustical Parameters ◽  
Classroom Acoustics ◽  
What Is Said ◽  
Field Amplification

Classroom acoustics are generally overlooked in American education. Noise, echoes, reverberation, and room modes typically interfere with the ability of listeners to understand speech. The effect of all of these acoustical parameters on teaching and learning in school needs to be researched more fully. Research has shown that these acoustical problems are commonplace in new as well as older schools, and when carried to an extreme, can greatly affect a child's ability to understand what is said (Barton, 1989; Blair, 1990; Crandell, 1991; Finitzo, 1988). The precise reason for overlooking these principles needs to be studied more fully. Recently, however, acoustic principles have been clarified, and technologies for measuring room acoustics and providing sound systems have become available to solve many of the acoustical problem in classrooms (Berg, 1993; Brook, 1991; D'Antonio, 1989; Davis & Davis, 1991; Davis & Jones, 1989; Eargle, 1989; Egan, 1988; Everest, 1987, 1989; Foreman, 1991; Hedeen, 1980). This article describes parameters of the problem, its impact on students and teachers, and four possible solutions to the problem. These solutions are noise control, signal control without amplification, individual amplification systems, and sound field amplification systems.

Sound-field Amplification: Enhancing the Classroom Listening Environment for Aboriginal and Torres Strait Islander Children

2004 ◽  
Vol 33 ◽  
pp. 47-53 ◽  
Author(s):  
Robyn Massie ◽  
Deborah Theodoros ◽  
Bradley McPherson ◽  
Joseph Smaldino
Keyword(s):  
Torres Strait Islander ◽  
Sound Field ◽  
Daily Basis ◽  
Sample Population ◽  
Related Factors ◽  
Acoustic Environment ◽  
Field Amplification ◽  
Receiver System ◽  
Torres Strait ◽  
Sound Field Amplification

AbstractSound-field amplification is an educational tool that allows control of the acoustic environment in a classroom. Teachers wear small microphones that transmit sound to a receiver system attached to loudspeakers around the classroom. The goal of sound-field amplification is to amplify the teacher’s voice by a few decibels, and to provide uniform amplification throughout the classroom without making speech too loud for normal hearing children. This report discusses the major findings of a study which investigated the effects of sound-field amplification intervention on the communication naturally occurring in the classrooms of Aboriginal and Torres Strait Islander children. The audiological findings of the sample population of children are presented, as well as details of the classroom acoustic environment. Sixty-seven percent of the children began the field trials with a slight hearing loss. The results confirmed the extremely noisy and reverberant conditions in which teachers and children are operating on a daily basis. The findings indicated that sound-field amplification intervention encouraged the children to interact with teachers and peers in a proactive way. Teachers identified voice-related factors to be a major personal benefit of the systems.

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