Field · 7 records
Educational environments
Classroom acoustics, air, light, thermal conditions and learning
family: Applied
ND-0006 · 2017 · Review
Ten questions concerning thermal and indoor air quality effects on the performance of office work and schoolwork
Wargocki & Wyon. Building and Environment
Synthesizes evidence that temperature and air quality can influence work and school performance, with effects dependent on task and exposure.
ND-0020 · 2005 · Review
Auditory distraction from low-intensity noise: a review of the consequences for learning and workplace environments
C. P. Beaman. Applied Cognitive Psychology
Low-intensity sound can impair serial recall and other tasks even when it is not subjectively loud.
ND-0025 · 2022 · Review
Classroom acoustics and cognition: review of the effects of noise and reverberation on primary school children
Mealings. Building Acoustics
Noise and reverberation can impair speech perception, memory, attention and learning, with children especially vulnerable.
ND-0026 · 2022 · Review
Acoustical parameters for learning in classroom: A review
Authors per journal record. Building and Environment
Classroom acoustic parameters are linked to speech intelligibility and learning-relevant outcomes.
ND-0085 · 2024 · Experimental study
Beyond sight: Comparing traditional virtual reality and immersive multi-sensory environments in stress reduction of university students
Baktash, Kim & Shirazi. Frontiers in Virtual Reality
Both immersive conditions reduced anxiety; the multisensory condition showed a larger reduction trend, though the between-group difference was not statistically decisive.
ND-0086 · 1996 · Review
Odor memory: Review and analysis
Herz & Engen. Psychonomic Bulletin & Review
Olfactory memory has distinctive associative characteristics and can evoke strong memories even though it does not form a wholly separate memory system.
ND-0122 · 2026 · Longitudinal observational study
Longitudinal evidence for decreasing statistical learning abilities across childhood
Tóth-Fáber, Farkas, Tánczos, Németh & Janacsek. Nature Communications
Statistical learning declined between ages 7 and 14 in the same participants. Higher executive functions were associated with the decline. This confirms longitudinally what cross-sectional work had suggested: implicit pattern learning is strongest in early childhood.