空调与道路交通噪声对大学教室感知、认知及脑电图反应的影响
The Effects of Air-Conditioning and Road-Traffic Noise on Perceived, Cognitive, and EEG Responses in a University Classroom
- The Hong Kong Polytechnic University（香港理工大学）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
本研究通过被试内实验发现，空调和道路交通噪声虽不显著影响认知表现，但会改变感知评价和脑电图活动，表明评估教室噪声需综合感知与神经指标。
AI中文摘要：
空调和道路交通噪声在教室中很常见，其影响通常通过认知表现来判断。然而，一种不改变表现的声音仍可能被感知为不同或改变大脑活动。本研究采用被试内设计，检验了感知、认知和脑电图反应是否一致，以及感知和脑电图反应能否区分表现未显示差异的条件。16名学生在大学教室中完成认知任务，分别暴露于空调和道路交通噪声，每种噪声以55、60和65分贝（dBA）回放。参与者在每个条件后对声学评价和感知工作量进行评分，并在任务期间记录脑电图。结果表明，在任何任务中，各条件之间的认知表现均无显著差异。相比之下，噪声被评价为比无噪声对照更响亮、更不愉快且更具唤醒性，且这三项评分随声级变化；噪声条件下的感知工作量也更高。任务期间的脑电图功率在特定任务和头皮区域显示出源或声级之间的显著差异。在被试内，相对脑电图频带功率主要与响度和愉悦度共变；更响亮和更不愉快的评分与更高的相对theta功率和更低的相对gamma功率同时出现。与唤醒和表现的关联很少，且未发现与工作量的关联。因此，三种反应类型仅部分一致，感知反应和脑电图区分了表现未显示差异的条件。非显著的表现差异并不意味着这些条件对学生是等效的。因此，对教室中空调和道路交通噪声的评估应同时考虑感知反应和认知表现，脑电图则提供任务期间神经活动的补充信息。
英文摘要：
Air-conditioning and road-traffic noise are common in classrooms, and their effects are often judged by cognitive performance. However, a sound that leaves performance unchanged may still be perceived differently or alter brain activity. In a within-participant design, this study tested whether perceived, cognitive, and EEG responses are consistent, and whether perceived and EEG responses distinguish conditions that performance does not. Sixteen students completed cognitive tasks in a university classroom under air-conditioning and road-traffic noise, each played back at 55, 60, and 65 dBA. Participants rated acoustic appraisal and perceived workload after each condition, and EEG was recorded during the tasks. The results show that cognitive performance did not differ significantly between conditions in any task. By contrast, noise was rated louder, less pleasant, and more arousing than a no-noise control, and all three ratings varied with sound level; perceived workload was also higher under noise. Task-period EEG power also showed significant differences between sources or levels in specific tasks and scalp regions. Within participants, relative EEG band power covaried mainly with loudness and pleasantness; louder and less pleasant ratings coincided with higher relative theta and lower relative gamma power. Associations with arousal and performance were rare, and none were found for workload. The three response types were thus only partly consistent, and perceived responses and EEG distinguished conditions that performance did not. Non-significant performance differences do not mean the conditions were equivalent for students. Assessments of air-conditioning and road-traffic noise in classrooms should therefore consider perceived responses alongside cognitive performance, with EEG providing complementary information on neural activity during tasks.
