The effects of background white noise on memory performance in inattentive school children
Background Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminerg...
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| Published in | Behavioral and brain functions Vol. 6; no. 1; p. 55 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
London
BioMed Central
29.09.2010
BMC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1744-9081 1744-9081 |
| DOI | 10.1186/1744-9081-6-55 |
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| Abstract | Background
Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate.
Methods
Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise.
Results
Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children.
Conclusions
Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. |
|---|---|
| AbstractList | Abstract Background Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Methods Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Results Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Conclusions Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate.BACKGROUNDNoise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate.Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise.METHODSFifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise.Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children.RESULTSExposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children.Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems.CONCLUSIONSConsistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. Background: Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Methods: Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Results: Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Conclusions: Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. Background Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Methods Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Results Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Conclusions Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems. |
| Author | Söderlund, Göran BW Sonuga-Barke, Edmund J Sikström, Sverker Loftesnes, Jan M |
| AuthorAffiliation | 1 Department of Linguistics, Stockholm University, Sweden 3 Sogn and Fjordane University College, Norway 5 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium 2 Linné University, Växjö, Sweden 4 University of Southampton, Dept. of Psychology, UK |
| AuthorAffiliation_xml | – name: 5 Department of Experimental Clinical and Health Psychology, Ghent University, Belgium – name: 2 Linné University, Växjö, Sweden – name: 4 University of Southampton, Dept. of Psychology, UK – name: 1 Department of Linguistics, Stockholm University, Sweden – name: 3 Sogn and Fjordane University College, Norway |
| Author_xml | – sequence: 1 givenname: Göran BW surname: Söderlund fullname: Söderlund, Göran BW email: goran@ling.su.se organization: Department of Linguistics, Stockholm University, Dept. of Psychology, University of Southampton – sequence: 2 givenname: Sverker surname: Sikström fullname: Sikström, Sverker organization: Linné University – sequence: 3 givenname: Jan M surname: Loftesnes fullname: Loftesnes, Jan M organization: Sogn and Fjordane University College – sequence: 4 givenname: Edmund J surname: Sonuga-Barke fullname: Sonuga-Barke, Edmund J organization: Dept. of Psychology, University of Southampton, Department of Experimental Clinical and Health Psychology, Ghent University |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/20920224$$D View this record in MEDLINE/PubMed https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-51670$$DView record from Swedish Publication Index |
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| Copyright | Söderlund et al; licensee BioMed Central Ltd. 2010 Copyright BioMed Central 2010 2010 Söderlund et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Copyright ©2010 Söderlund et al; licensee BioMed Central Ltd. 2010 Söderlund et al; licensee BioMed Central Ltd. |
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| CorporateAuthor | Departments of Administrative, Economic and Social Sciences Institutionen för psykologi Faculty of Social Sciences Samhällsvetenskapliga fakulteten Samhällsvetenskapliga institutioner och centrumbildningar Lunds universitet Lund University Department of Psychology |
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| Keywords | Stochastic Resonance Neural Noise Dopamine Tone Wisconsin Card Sort Test Methylphenidate |
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Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of... Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic... Background Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of... Abstract Background: Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the... Background: Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of... Abstract Background Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts... |
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| SubjectTerms | Attention Behavioral Therapy Biomedical and Life Sciences Biomedicine Child Female HUMANIORA och RELIGIONSVETENSKAP HUMANITIES and RELIGION Humans Languages and linguistics Linguistic subjects Lingvistikämnen Male Mental Recall Neurology Neurosciences Noise Psychiatry Psychology Psykologi Samhällsvetenskap Social Sciences Språkvetenskap Students - psychology |
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| Title | The effects of background white noise on memory performance in inattentive school children |
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