Effects of Background Chewing Sounds on Learning: The Role of Misophonia Sensitivity

Autor/inn/en	Seaborne, Amanda; Fiorella, Logan
Titel	Effects of Background Chewing Sounds on Learning: The Role of Misophonia Sensitivity
Quelle	In: Applied Cognitive Psychology, 32 (2018) 2, S.264-269 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fiorella, Logan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3387
Schlagwörter	Acoustics; Sensory Experience; Individual Differences; College Students; Learning; Reading Comprehension + Suchen Sie Ihr Suchwort? Akustik; Sinnerfahrung; Individueller Unterschied; Collegestudent; Lernen; Leseverstehen
Abstract	Misophonia refers to one's sensitivity to specific sounds, which can range from minor annoyance to extreme distress. This experiment tested the role of individual differences in misophonia sensitivity on learning. College students read a text passage about migraines in a quiet room with 2 or 3 other participants and 1 confederate. In some sessions, the confederate audibly chewed gum while reading the text (sound group); in other sessions, the confederate read silently (control group). All participants then completed a comprehension test on the material, followed by an assessment of their misophonia sensitivity. Although there was no overall difference between the two groups on the comprehension test, misophonia sensitivity significantly moderated the effect of the trigger sound on learning. Students who scored relatively high on misophonia sensitivity performed worse on the comprehension test if they were in the sound group but performed better if they were in the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01