From the time we enter this world, we are surrounded by noise. We awake to the buzzing of an alarm clock, and struggle through car horns and trains to get to work. While these events in isolation may be insignificant to one’s hearing sensitivity or physiological health, it has been found that prolonged early exposure to noise can have both short and long-term consequences to an individual’s life. These negative consequences include difficulty with cognitive development, psychological distress, noise-induced tinnitus, and permanent noise-induced hearing loss. These researched consequences shed light on the importance of preventive actions and hearing health awareness for parents, educators, and health professionals.
NOISE AND COGNITIVE DEVELOPMENT
Early noise exposure has been shown to affect cognitive development in children. These adverse effects to cognitive function include reading comprehension, long-term memory, and attention/concentration (Corra et. al, 2009). A review by Bridget M. Shield outlines “the effects of chronic noise exposure on children are problems with sustained attention and visual attention; poorer auditory discrimination and speech perception; poorer memory for tasks; and poorer reading ability” (Shield et. al, 2003). Other studies have revealed that, aside from just learning, children chronically exposed to noise are less motivated when placed in achievement situations, and tend to have a lower frustration tolerance (Bistrup et. al, 2001). This wide range of negative effects on cognitive development at such a pivotal time-period in the learning process are destined to effect the child’s educational progress thr...
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Corra L, Jungwon Y (2009). Children and Noise. WHO Training Package for the Health Sector.
Available from: http://www.who.int/ceh/capacity/noise.pdf
Holgers KM, Pettersson B (2005). Noise exposure and subjective hearing symptoms among children in Sweden. Noise & Health, Volume 7, Issue 27, 27-37
Matheson MP, Stansfel S A, Haines MM (2003). The effects of chronic aircraft noise exposure on children’s cognition and health: 3 field studies. Noise Health. Available from: http://www.noiseandhealth.org/text.asp?2003/5/19/31/31700 Shield B M, Dockrell J E (2003). The effects of noise on children in school: a review. J. Building
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The unit used to measure the intensity of sound is called the decibel(dB). Sounds that measure up to 75dB are considered to be in the "safe zone". Constant exposure to to sound at these levels are very unlikely to cause any lasting damage to long term hearing. The sound of regular volume conversation measures at around 60dB and the sound of a running dishwasher measures at roughly 75dB. Sounds around the 85dB level are considered a moderate risk to hearing. Exposure at these levels for extened periods of time may lead to some form of damage causing NIHL. Sounds at these levels include heavy traffic and crowded areas at 85dB, active subway stations at 95dB and listening to an mp3 player with ear buds at maximum volume at 105dB in which listening for just 15 minutes can cause permanent damage. Sound at 120dB and above are in the "danger zone". This level of sound is to be avoided at all cost as exposure even for a short pulse will lead to immediate permanent damage. This level includes the sound of ambulance sirens at 120dB, a jet taking off at 140dB and gunshots at 165 dB and above. (Rabinowitz,
Thorne, P. R., Ameratunga, S. N., Stewart, J., Reid, N., Williams, W., Purdy, S. C., ... & Wallaart, J. (2008). Epidemiology of noise-induced hearing loss in New Zealand. NZ Med J, 121.
When a hearing loss is detected in a child, an array of reactions may follow. If the parents or guardian decide the appropriate route for their child is a cochlear implant, they must be made aware of the commitment and motivation necessary for the aural rehabilitation process. It is vital for the family, and even the child (dependent on age), understand that undergoing a cochlear implant will not automatically fix or restore the hearing loss. Cochlear implants are just the beginning of a long, yet hopefully rewarding journey that involves the child, his/her caregivers, and the entire health care team, as well as any individual who comes into contact with this child. Everyone in the child’s surrounding must focus on aural rehabilitation immediately post implantation. A service described by ASHA to include “training in auditory perception, using visual cues, improving speech, developing language, managing communication, and managing hearing aids and assistive listening devices” (ASHA). This vague description gives way to many different strategies, and subsequently leads to countless studies intended to determine which are most successful.
There is no denying that hearing loss can have significant psychosocial impacts on those who experience it. The most negatively impacted group, however, is young children, for whom hearing loss can impede early learning and development (Connor et al., 2006). One viable solution to this problem takes the form of cochlear implants. An artificial cochlear unit is surgically implanted in the ear and functions by translating sounds directly into electrical impulses and sending them to the brain (Roland & Tobey, 2013, p. 1175). Despite the high success rates that they have produced, critics contend that cochlear implants should not be carried out on very young children. They cite certain physiological concerns as well as doubts about long-term effectiveness (Hehar et al., 2002, p. 11). Some have even expressed worries that cochlear implants will negatively impact young children’s social development by making them feel different or out of place (Ketelaar, 2012, pp. 518-519). Certainly, not every child with hearing loss is a viable candidate for an implant procedure. However, when a candidate has been positively identified, the procedure should take place as early as possible, in order to guarantee maximum educational and developmental benefits.
Despite the increased emphasis on the need for noise reduction, studies published in the past five years found that sound levels in the ICU continue to exceed the WHO noise recommendations.3, 5-10 To interpret research on noise in the hospital, it is important to have an understanding of the terminology used (Table 1.) Noise is simply unwanted sound. What is noise to one individual may not be to another. Sound levels are reported in decibels (dB), with 0 dB being the threshold for human hearing. A 3 dB change in sound level is just discernible, a 5 dB change is discernible and a 10 dB change is perceived as a doubling or halving of the sound level....
Hearing loss can affect a child dramatically in their early development. It is important to be aware and cautious of noticing signs towards possible hearing loss, because language and communication skills deve...
Harmful noises are everywhere. “The National Institute of Occupational Safety and Health (NIOSH) reports that approximately 30 million Americans are exposed to daily noise levels that will likely lead to hearing loss” (Daniel, 2007, p. 226). Excessive noise exposure can lead to permanent hearing loss, tinnitus, poor communication abilities, and reduced self-esteem; however, it can be prevented in many situations. This paper will discuss how much noise exposure can occur before it becomes hazardous, the long-term effects of noise exposure at an early age, and the primary reasons why preventable socioacousis occurs.
Exposer to music is crucial to young children’s brain development. Not only does it develop otherwise unused areas of the brain, like the auditory cortex, it increases children's future intellectual enjoyment level (Matter). Music at an early age enhances sensitivity to sound and pitch, which can lead to better phonological and reading skills (Moreira). Without a music program in schools students do not get the full exposure to music and music theory that is needed for brain development.
- Schlaug, G; Norton, A; Overy, K & Winner, E. 2006. Wiley Online Library: Effects of Music Training of the Child’s Brain and Cognitive Development. Date accessed 2014/02/09. http://onlinelibrary.wiley.com/doi/10.1196/annals.1360.015/full
Yoon, Jenny Nam. “ Music in the classroom: It’s Influence on Children’s Brain Development, Academic Performance, and Practical life skills.” Diss. Biola University, 2000.
Deafness can occur at birth or become evident later in a person’s life. Deafness is a disability where a person cannot hear anything through their ear canal. Deafness is incorporated importantly with children because if a child has this disability as a younger age than it attributes greatly to how a child can develop with this disability. Some scientists say that deafness can be lead to genetics while others say that trauma events or exposure to loud noise also have a key role to the cause.
Could a mother’s womb be her unborn child’s first concert hall? This literature review explores the effects of prenatal exposure to music and the effect it may have on postnatal development. In accordance with moral standards, parents should strive to provide the best possible environment for their children. If findings are true, regarding the ability for fetuses to recognize and discern different auditory frequencies in the prenatal environment, then the importance of determining its effect in the prenatal and postnatal world is crucial to ensuring the future generation’s intelligence. Literature findings lead me to conclude that though there are magnitudes of studies performed, there is still much to learn about the effects of prenatal exposure to music.
British Psychological Society (BPS) (2013) Making music may improve young children's behavior. Available at: http://www.alphagalileo.org/ViewItem.aspx?ItemId=134087&CultureCode=en (Accessed: 17 January 2014).
Living in a world with no sound whatsoever is a reality to millions of people worldwide, regardless of age, race, gender, and socioeconomic status. Approximately 5% or 360 million people of the world’s population have deafness or hearing loss, according to the World Health Organization. Deafness can be either acquired or congenital depending on several factors, including genetics and health of the individual. Congenital deafness is the loss of hearing present at birth. Being born deaf has many consequences, both positive and negative. According to the American Speech-Language Hearing Association, over 50% of congenital deafness is due to hereditary and genetic issues. However, non-genetic factors can cause deafness in an individual at birth as well. Disease and illness while in utero of either the mother or child can cause the child to become deaf...
Music is a powerful art form that can motivate and change one’s emotions and mood. Listening to music for relaxation is common among many students to counteract the effects of stress or anxiety while completing difficult academic tasks. Some studies supporting this technique have shown that background music promotes cognitive performance while other studies have shown that listening to music while engaged in complex cognitive tasks can impair performance. The aim of the project is to research the following topic, “Does listening to music while working distract you?” The main reason why I chose this topic was due to being a victim to music when it comes to studying and interested to know the effects it has. But I believe that there is a way to listen to music while working without it having a negative impact on your ability to focus