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为制订教室噪声卫生标准,于1986年对在安静状态[42±1dB(A)]和不同白噪声级状态[50～65dB(A)]的教室环境中的149名8～9岁学童进行了心理认知测验,以观察50～65dB(A)噪声对注意力、短期记忆、知觉、动作反应等心理过程及大脑工作能力可能产生的干扰,探讨产生不良反应的噪声级水平,为制订中、小学校教室噪声卫生标准提供实验依据。结果表明:①躁声级学童较对照组学童均有随噪声级升高而错误数明显增高的趋势,尤以≥55dB(A)各组最为明显(P<0.05或P<0.01)。提示≥55dB(A)的白噪声对学童的注意力、短期记
To develop classroom noise hygiene standards, 149 schoolchildren aged 8 to 9 in a classroom setting of [42 ± 1 dB (A)] and different white noise levels [50 to 65 dB (A)] in a quiet state Psychological cognitive test to observe the 50 ~ 65dB (A) noise on the attention, short-term memory, perception, reaction and other mental processes and brain work may interfere with the ability to explore the level of adverse reaction to noise level, Primary school classroom noise health standards provide experimental basis. The results showed that: (1) There was a tendency that the number of erratic children increased significantly as the noise level increased compared with that of the control group, especially in the groups of ≥55 dB (A) (P <0.05 or P <0.01). Tip 55dB (A) white noise on the attention of children, short-term record