Assessing Aircraft Noise Conditions Affecting Student Learning, Volume 2: Appendices (2014)

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APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Ando, Y., Y. Nakane, and J. Egawa (1975) Japan Itami City near Osaka Airport Kawanishi City - quiet area Aircraft 4 1144 Elementary (2nd and 4th Grades) Astolfi, A. and F. Pellerey (2008) Italy Secondary school in Turin Classroom noise 1 1006 Secondary Bistafa, S. and J. Bradley (2001) NA NA NA NA NA NA Boman, E., I. Enmarker, and S. Hygge (2005) Sweden Lab at University of Gavle Road traffic noise recordings NA 32 Primary and secondary (with other age groups) Boman, E. and I. Enmarker (2004) - Study 3 Sweden Lab at University of Gavle Road traffic noise recordings 1 96 Secondary B-1

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Boman, E. and I. Enmarker (2004) - Study 5 Sweden Medium-sized city Classroom noise 2 207 Secondary Boman, E. and I. Enmarker (2004) - Study 1 Sweden Medium-sized city Classroom noise 2 207 Secondary Boman, E (2004) Sweden Lab at University of Gavle Meaningful irrelevant speech Road traffic noise recordings 1 96 Secondary Bradley, J (1986a Canada Ottawa Pulse recordings NA NA Secondary (along with older adults) Bradley, J (1986b Canada Ottawa Omni directional pulse response (blank pistol) various NA Secondary Bradley, J. and H. Sato (2004) Canada Small towns and rural areas of Eastern Ontario Classroom noise 12 840 Primary Bradley, J. and H. Sato (2008) Canada Small towns and rural areas of Eastern Ontario Classroom noise 12 840 Primary B-2

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Bronzaft, A. and D. P. McCarthy (1975) US PS 98 in NYC Elevated train 1 161 Primary Bronzaft, A (1981) US PS 98 in NYC Elevated train 1 350 in 1978 605 in 1980- 81 Primary Christie, D. J. and C. Glickman (1980) US Central Ohio Classroom noise recordings 1 156 Primary Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) UK Heathrow Aircraft and road noise 29 1174 Primary B-3

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) The Netherlands Schiphol Aircraft and road noise 33 762 Primary Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) Spain Barajas Aircraft and road noise 27 908 Primary Clark, C., S. Stansfeld, and J. Head. (2009) UK London Boroughs of Hillingdon, Hounslow, Slough, Windsor & Maidenhead, Surrey, and Richmond Aircraft noise 58 1015 Secondary Cohen, S., G. Evans, and D. Stokol (1980) US near LAX Aircraft noise 4 affected 3 control 142 affected 120 control Primary B-4

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Cohen, S., G. Evans, D. Krantz, D. Stokols, and S. Kelly (1981) US near LAX Aircraft noise 4 affected 3 control 97 noisy 45 abated 120 control Primary Crook, M. and F. Langdon (1974) UK Near Heathrow Aircraft noise 3 2 Primary Secondary de Oliveira Nunes, M. F. & Sattler, M. A. (2006) Brazil Salgado Filho International Airport Aircraft noise 3 1097 Primary Dockrell, J. and B. Shield (2004) UK London External including aircraft, road, and rail 43 2036 Primary Dockrell, J. and B. Shield (2006) UK north London Classroom and environmental noise 4 158 Primary Emmen, H.,B. Staatsen, P. Fischer, and I. Kamp, IV (2001) NTH Zwanenburg (8 km from Schiphol) Uitgeest (23 km away) Aircraft noise 2 86 73 Primary (8-12 years) B-5

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Evans, G., S. Hygge and M. Bullinger (1995) Germany New Munich International Airport Aircraft noise 135 Primary (3rd and 4th Grades) Evans, G. and L. Maxwell (1997) US Major NY airport: impacted and control schools Aircraft noise 2 116 Primary (1st and 2nd Grades) Evans, G., M. Bullinger, and S. Hygge (1998) Germany New Munich International Airport Aircraft noise 217 Primary (3rd and 4th Grades) Evans G., P. Lercher, M. Meis, H. Ising, W. Kofler (2001) Austria small towns near Tyrol Road and rail 115 Primary (Grade 4) B-6

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Federal Interagency Committee on Aviation Noise (FICAN) (2007) US 3 major airports in Texas and Illinois Aircraft noise 35 Primary (19 schools) Secondary (3 high schools and thirteen middle schools) Green, K.B., B. Pastenak, and R. Shore (1982) US Brooklyn and Queens (JFK and LGA) Aircraft noise 362 Primary (Grades 4 and 5) B-7

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Green, Rochelle, S. Smorodinsky, J. Kim, R. McLaughlin, and B. Ostro1 (2004) US CA public schools Road 7460 Primary and Secondary Haines, M, S. Stansfeld, R. Job, B. Berglund, and J. Head (2001a UK schools near Heathrow and West London Aircraft noise 4 noisy 4 control 340 Primary B-8

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Haines, M, S. Stansfeld, S. Brentnall, J. Head, B. Berry, M. Jiggins, and S. Hygge (2001b UK schools near Heathrow and West London Aircraft noise 10 noisy 10 control 451 Primary Haines, M., S. Stansfeld, R. Job, B. Berglund, and J. Head (2001c UK schools near Heathrow and West London Aircraft noise 10 noisy 10 control 275 Primary Haines, M., S. Stansfeld, J. Head and R. F. S. Job (2002) UK schools near Heathrow Aircraft noise 123 11000 Primary (Year 6, 11 years old) Haines, M., S. L. Brentnall, S. A. Stansfeld, and E. Klineberg (2003) NA NA Aircraft noise NA 275 West London 36 Millennium Primary B-9

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Hiramatsu K., T. Tokuyama, T. Matsui, T. Miyakita, Y. Osada, T. Yamamoto (2004) Japan Okinawa (Kadena and Futenma AFBs) Aircraft noise 8 noisy 3 quiet 2269 Primary (8-11 years old) Houtgast, T (1981) NTH Road 5 500 students 20 teachers Primary Hygge, S. and I. Knez (2001) Sweden Lab at University of Gavle Classroom environment 128 Secondary (18-19 years old) Hygge, S., G. Evans, and M. Bullinger (2002) Germany old and new Munich airports Aircraft noise 43 old airport; no noise 65 old airport; noise 107 new airport; no noise 111 new airport; noise Elementary (10.4 average age) B-10

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Hygge, S (2003) Sweden Aircraft, road, rail, and voice 1358 Secondary (12-14 years old) Hygge, S., E. Boman, and I. Enmarker (2003) Road and meaningful irrelevant speech 96 Secondary (18-20 years old) Jamieson, D., G. Kranjc, K. Yu, W. Hodgetts (2004) Canada Ottawa Classroom 1 40 Primary (Kindergarten, Grades 1-3) van Kempen, E., I. Van Kamp, .P Fischer, H. Davies, et. al. (2006) UK NTH Heathrow Schiphol Aircraft and road 62 864 Primary (9-10 years old) van Kempen, E., I. van Kamp, E. Lebret, J. Lammers, H. Emmen and S. Stansfeld (2010) NTH Schiphol Aircraft and road 24 553 Primary (9-11 years old) B-11

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Klatte, M., M. Wegner and J. Hellbruk (2005) Germany Stuttgart Rail 8 500 Primary Klatte, M., M. Meis, H. Sukowski, and A. Schick (2007) Germany Lab at University of Oldenburg Rail and irrelevant speech 2 22-25 Primary Knecht H., P. Nelson, G. Whitelaw, L. Feth (2002) US 3 Ohio School Districts Background noise and reverberation 3 suburban 3 urban 2 rural unoccupied NA Ko, N.W.M (1979) Hong Kong Kai Tak Airport Aircraft 91 2100 teachers Primary and Secondary Kyzar, B.L (1977) US Minnesota school near new traffic artery Road 1 56 NA Lercher, P. G. W. Evans, M. Meis, W. W. Kofler (2002) Austria small Alpine towns and villages Residential noise exposure 26 1280 Primary (Grades 3-4) B-12

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Lukas, J.S., DuPree, R.B and Swing, J.W (1981) US California schools Road 9 noisy 6 quiet NA Primary (Grades 3 and 6) Lundquist, P., K. Holmberg, and U. Landstrom (2000) Sweden Classroom 2 216 Secondary (13-15 years old) Maxwell, L., and G (2000) US Child care center in Corning NY Classroom 1 90 Preschool Meis, M., S. Hygge, G. Evans, and M. Bullinger (1998) Germany Munich (closing old airport and opening new) Aircraft 111 (noisy area) 110 (control) Primary (9-12 years old) B-13

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Muller F., E. Pfeiffer, M. Jilg, R. Paulsen, and U. Ranft (1998) Germany Dusseldorf Environmental noise 38 (city center) 38 (quiet suburb) Primary (8-10 years old) Nelson. P., K. Kohnert, S. Sabur, D. Shaw (2005) US Minneapolis Classroom - before-and- after installation of sound field amplification system 1 1 Primary (2nd Grade) Nelson. P., K. Kohnert, S. Sabur, D. Shaw (2005) US Minneapolis Classroom 1 22 Primary (2nd Grade) Neuman A., M. Wroblewski, J. Hajicek, A. Rubinstein (2010) Classroom 1 63 Primary (6-12 years old) B-14

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Ohrstrom, E., Hadzibajramovic, E., Holmes, M., et al (2006) Sweden Stockholm Road NA 160 students and mothers Primary (9-12 years old) Ristovska, G., D. Gjorgjev, and N. Pop Jordanova (2004) Macedonia central part of Skopje Community 4 urban 3 suburban 266 urban 263 suburban Primary (4th Grade) Sanz S., A. M. Garcia, and A. Garcia (1993) Spain Valencia Road 1 noisy 1 quiet 81 noisy 55 quiet Primary (1st, 3rd, and 5th Grades) Sargent, J.W., M.I. Gidman, M.A. Humphreys and W.A. Utle (1980) UK Hertfordshire, Buckinghamshire, Berkshire, Bedfordshire and London Road (with implications for aircraft) 78 1148 teachers Secondary B-15

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Sato, H. and J. Bradley (2008) Canada Ottawa Classroom Primary (Grades 1, 3, and 6) Shield B., J. Dockrell, R. Jeffery, and I. Tachmatzidis (2001) UK 3 London Boroughs Classroom and environmental noise Primary (Year 2 and Year 6) Shield, B. and J. Dockrell (2004) UK 3 London Boroughs (Harringey, Islington, and Lambeth) Environmental 142 Primary Shield, B. and J.Dockrell (2008) UK 3 London Boroughs (Harringey, Islington, and Lambeth) Environmental (excluding aircraft) 142 Primary (6-11 years old) B-16

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez- Barrio, et. al. (2005) UK Heathrow Aircraft and road traffic 29 1174 Primary (9-10 years old) Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez- Barrio, et. al. (2005) NTH Schiphol Aircraft and road traffic 33 762 Primary (9-10 years old) Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez- Barrio, et. al. (2005) Spain Barajas Aircraft and road traffic 27 908 Primary (9-10 years old) B-17

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Country Location Noise Source # Schools # Students School Grades Stansfeld, S. A., C. Clark, R. Cameron, T. et. al. (2009) UK NTH Spain Heathrow Schiphol Barajas Aircraft and road traffic 89 2844 Primary (9-10 years old) Wålinder. R., K.Gunnarsson, R. Runeson, G. Smedje (2007) Sweden central Uppsala Classroom 1 57 Primary (4th Grade) Yang, W. and J. Bradley (2009) Canada Ottawa Classroom 77 Grade 1 75 Grade 3 65 Grade 6 Primary B-18

APPENDIX B. Catalog of Research Studies—Subjects CATALOG OF RESEARCH STUDIES – MEASURES AND METHODS Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Ando, Y., Y. Nakane, and J. Egawa (1975) Rate of work on simple tasks Recorded B727s at 90 ± 5dBA Causal-Comparison Kraplan-Uchida Test (simple search and adding tasks) and Questionnaire Two-tailed Kolmogorov–Smirnov test Astolfi, A. and F. Pellerey (2008) Perception of acoustic quality of the classroom Measurements: * Teacher (LspA1 m) * Background (L90) * Reverberation time (RT) Case study Questionnaire (5-point scale) Correlation analysis Bistafa, S. and J. Bradley (2001) NA Computed: * Speech level (Ls) * Early-to-late sound ratios (C50) * Speech transmission index (STI) Experimental Computer simulation of classroom acoustics Boman, E., I. Enmarker, and S. Hygge (2005) Episodic memory Semantic memory Simulated Background (Leq) Road traffic recording (dBA) Meaningful irrelevant speech (dBA) Cross-sectional Lab observations Analysis of variance (ANOVA) using SPSS 11.5 Boman, E. and I. Enmarker (2004) - Study 3 Episodic memory Semantic memory Simulated Background (Leq) Road traffic recording (dBA) Meaningful irrelevant speech (dBA) Experimental Lab observations Analysis of variance (ANOVA) using SPSS 11.5 B-19

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Boman, E. and I. Enmarker (2004) - Study 5 Annoyance Hearing status ~55 dBA outdoors at both schools Survey Questionnaire (Likert scale) SSI LISREL analysis Boman, E. and I. Enmarker (2004) - Study 1 Noise sensitivity Hearing status NA Survey Questionnaire (Likert- like scale) Factor analysis Boman, E (2004) Episodic memory Semantic memory ~62 dBA continuous road traffic or background babble Experimental Lab observations Univariate F-test Bradley, J (1986a Speech intelligibility Reverberation time (RT) Early-to-late sound ratios Speech transmission index Experimental Fairbanks Rhyme test Multiple regression analysis Bradley, J (1986b Speech intelligibility Reverberation time (RT) Early-to-late sound ratios Speech transmission index Experimental Fairbanks Rhyme test Multiple regression analysis Bradley, J. and H. Sato (2004) Speech intelligibility Signal-to-noise ratio Correlation Word Intelligibility by Picture Identification (WIPI) Rhyme test Listening Difficulty test Multiple regression analysis B-20

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Bradley, J. and H. Sato (2008) Speech intelligibility Reverberation time (RT) Early-to-late sound ratios Signal-to-noise ratio Correlation Word Intelligibility by Picture Identification (WIPI) Multiple regression analysis Bronzaft, A. and D. P. McCarthy (1975) Reading comprehension Peak at 89 dBA every 4.5 min. Causal-Comparison Metropolitan Achievement Reading Test Attitude questionnaire Analysis of variance (ANOVA) of test scores Chi-square analysis of questionnaire responses Bronzaft, A (1981) Reading comprehension Effectiveness of rubber padding on tracks (reduced peak levels from 89 to 85- 86 dBA) and sound absorbent ceilings in classrooms (3-4 dB reduction) Causal-Comparison California Achievement Test Teacher questionnaire ANOVA Christie, D. J. and C. Glickman (1980) Intellectual tasks Noisy = 70 dBA Quiet =40 dBA Causal-Comparison Standard Progressive Matrices, 1938 version Factor analysis B-21

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) Reading comprehension 16 hr LAeq contours for aircraft noise Modeled road noise School noise surveys Cross-sectional Suffolk Reading Scale, level 2 Multi-level modeling using MLwiN Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) Reading comprehension 16 hr LAeq contours for aircraft noise Modeled road noise School noise surveys Cross-sectional CITO Readability Index for Elementary and Special Education Multi-level modeling using MLwiN Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) Reading comprehension 16 hr LAeq contours for aircraft noise Modeled road noise School noise surveys Cross-sectional ECL-2 (Evaluacion Comprension Lectora) Multi-level modeling using MLwiN B-22

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Clark, C., S. Stansfeld, and J. Head. (2009) Cognitive 16 hr LAeq for aircraft noise (predictions ranging from <50 dBA to 65.4 dBA) Longitudinal epidemiological follow up Suffolk Reading Scale 2 Level 2 (baseline) Suffolk Reading Scale 2 Level 3 (follow up) CAA predicted noise contours ANOVA (multi-level regression models under development) Cohen, S., G. Evans, and D. Stokol (1980) Cognitive effects Hypertension Maximum of 95 dBA measured indoors Causal-Comparison California Test of Basic Skills Treatment puzzle solving Student questionnaire Parent questionnaire Multivariate cluster analysis and F-tests Cohen, S., G. Evans, D. Krantz, D. Stokols, and S. Kelly (1981) Cognitive effects Hypertension Maximum of 95 dBA measured indoors Sound insulated classrooms ~ 16 dB lower on average Longitudinal and cross-sectional California Test of Basic Skills Treatment puzzle solving Student questionnaire Parent questionnaire Multivariate cluster analysis and F-tests Crook, M. and F. Langdon (1974) Teacher interruption Student attention NNI 55 at 4 schools and NNI 52 at 5th Observation Teacher questionnaire Classroom observations Probability distribution de Oliveira Nunes, M. F. & Sattler, M. A. (2006) Annoyance and perception Weighted Noise Index (IPR), LAmax, LA90 Association Indoor and outdoor noise measurements Teacher and student questionnaires Association test of variables B-23

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Dockrell, J. and B. Shield (2004) Ease of hearing Annoyance External noise survey: LAeq,5 min , LA10,5 min , LA90,5 min , LAmax,5 min Survey Student questionnaire Teacher questionnaire Nonparametric statistical analysis Dockrell, J. and B. Shield (2006) Aptitude, verbal, nonverbal, and arithmetic tests Quiet, Recorded babble continuous 65 dBA), and babble with environmental noise (internal level of 58 dBA) Causal-Comparison AH4 ability test Suffolk Reading Scale British Abilities Scale I and II Univariate analysis of variance Emmen, H.,B. Staatsen, P. Fischer, and I. Kamp, IV (2001) Attention, Psychomotor function, Perceptual coding, Memory and Reading ability 59 LAeq24 <50 LAeq24 Causal-Comparison Computerized Neurobehavioral Evaluation System (NES) Children Behavior Checklist Test retest reliability Evans, G., S. Hygge and M. Bullinger (1995) Physiological, Motivation, and Cognitive LAeq24=68 dB and Peak=80 dBA LAeq24=59 dB and Peak=69 dBA Causal-Comparison Blood pressure reading Urine specimen Standardized German reading test ANOVA t- and F-tests Evans, G. and L. Maxwell (1997) Reading skill Laeq24 65 contour with peaks above 90 dB Causal-Comparison Woodcock Reading Mastery Test Mediation analysis Evans, G., M. Bullinger, and S. Hygge (1998) Physiological, Motivation, and Cognitive LAeq24=62 dB with L01=73 dB LAeq24=53 dB with L01=64 dB Causal-Comparison Blood pressure reading Urine specimen Standardized German reading test Multivariate analysis of variance (MANOVA) B-24

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Evans G., P. Lercher, M. Meis, H. Ising, W. Kofler (2001) Physiological and Motivation >62 DNL versus <46 DNL Causal-Comparison Blood pressure reading Urine specimen Glass and Singer stress-aftereffects test ANOVA Federal Interagency Committee on Aviation Noise (FICAN) (2007) Test scores (verbal and math/science) DNL, Leq9hr, SEL, LAmax Number of events disrupting indoor speech (ANEv<0.98SII) Number of events disrupting indoor speech (ANEv>40SIL) Fraction of indoor time speech is disrupted(AFnTm>40SIL) Cross-sectional INM calculations of outdoor levels Computation of outdoor-to-indoor level reduction (OILR) Conversion of outdoor aircraft spectra (from INM) to indoor spectra, based upon the computed values of OILR Demographic data Illinois and Texas standardized test results Multivariate multi- level regression B-25

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Green, K.B., B. Pastenak, and R. Shore (1982) Reading Noise exposure score: 0, 1, 2, 3, 4, or 8 Correlation NY standardized reading test Demographics from 1970 US Census NEF contours (1972 and 1978) Regression analysis Green, Rochelle, S. Smorodinsky, J. Kim, R. McLaughlin, and B. Ostro1 (2004) NA maximum average annual daily traffic (AADT) within 150 m of each school as an estimate of exposure to traffic Correlation California Department of Education (CDE) databases California Work Opportunity and Responsibility to Kids program (CalWORKS; aid for families and welfare-to-work program) Census 2000 Summary File 3 data 1997 Highway Performance Monitoring System (HPMS) Polytomous logistic regression using SAS software (version 8.2 for Windows) B-26

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Haines, M, S. Stansfeld, R. Job, B. Berglund, and J. Head (2001a Stress response and health outcomes Cognitive and performance outcomes Indoor noise measurements 1991 CAA noise contours Cross-sectional Salivary cortisol measurements Child Depression Inventory Revised Child Manifest Anxiety Scale Parent questionnaire Suffolk Reading Scale Level 2 Long-term memory test After-effects paradigm of soluble and insoluble animal puzzles Teacher questionnaire (24-item Student Behavior Checklist) Analysis of Covariance (ANCOVA) Haines, M, S. Stansfeld, S. Brentnall, J. Head, B. Berry, M. Jiggins, and S. Hygge (2001b Stress response and health outcomes Cognitive and performance outcomes 1997 CAA noise contours: 16 h outdoor Leq>63 dBA 16 h outdoor Leq< 57 dBA Cross-sectional Salivary cortisol measurements Lewis Child Stress Scale Parent questionnaire (Strengths and Difficulties Questionnaire) Suffolk Reading Scale Level 2 Tests of Everyday Attention for Children (TEA-Ch) Townsend's Scale ANCOVA B-27

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Haines, M., S. Stansfeld, R. Job, B. Berglund, and J. Head (2001c Stress response and health outcomes Cognitive and performance outcomes 1997 CAA noise contours: 16 h outdoor Leq>63 dBA 16 h outdoor Leq< 57 dBA Repeated measures Lewis Child Stress Scale Child Depression Inventory Revised Child Manifest Anxiety Scale Suffolk Reading Scale Level 2 Tests of Everyday Attention for Children (TEA-Ch) Townsend's Scale ANCOVA Haines, M., S. Stansfeld, J. Head and R. F. S. Job (2002) Math, science, and English 1994 CAA noise contours: 1= <54, 2=54>57, 3= 57>60, 4= 60>63, 5= 63>66, 6= 66>69, 7=69>72, 8= >72 Cross-sectional 1996 and 1997 results of National Standardized Scores (SATs) for Key Stage 2 Multi-level modeling using Mln Haines, M., S. L. Brentnall, S. A. Stansfeld, and E. Klineberg (2003) Annoyance NA Qualitative examination of 2 distinct studies Millennium Conference Study (focus groups from twelve countries) West London Study (Haines et al 2001c) Structured analysis of interviews Hiramatsu K., T. Tokuyama, T. Matsui, T. Miyakita, Y. Osada, T. Yamamoto (2004) Short and long-term memory Ldn Correlation Short-term and long- term memory tests Articulation test, Learning motivation test Noise contours Logistic regression B-28

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Houtgast, T (1981) Speech intelligibility Measured indoors; both windows open and closed Experimental similar to Fairbanks' Rhyme test Teacher and student questionnaires Experimental relationship with theory Hygge, S. and I. Knez (2001) Cognitive and annoyance Noise at 38 and 58 dBA as measured in the middle of the room Factorial between- subject design Lab observations: Memory-load search task Embedded figures task Long- and short-term recall Self-report circumplex measure ANOVA Hygge, S., G. Evans, and M. Bullinger (2002) Reading, memory, attention, speech perception Community noise analyzer for LAeq24 Longitudinal and cross-sectional Standardized German reading test Short-term memory test Visual search and reaction time Speech perception during story listening MANOVA Hygge, S (2003) Cognitive and mood Recorded noise levels over loudspeakers at Leq of 55 and 66 dBA Within subject and between subject experiments Memory Questionnaire MANOVA (SPSS- software) Hygge, S., E. Boman, and I. Enmarker (2003) Episodic memory Semantic memory Road traffic at 62 dBA with peaks at 78 dBA Context-dependency experiment Lab observations: Face/name recognition Word fluency and comprehension Self-reported affects ANOVA and MANCOVA using SPSS 7.5 for Windows B-29

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Jamieson, D., G. Kranjc, K. Yu, W. Hodgetts (2004) Speech intelligibility Recorded classroom noise (60-70 dBA) Causal-Comparison Spoken word picture recognition MANOVA van Kempen, E., I. Van Kamp, .P Fischer, H. Davies, et. al. (2006) Blood pressure and heart rate Modeled LAeq16 (by NLR and CAA) Causal effect relationship Blood pressure readings Parent questionnaire Multi-level modeling using the MIXED procedure of SAS version 8.1 van Kempen, E., I. van Kamp, E. Lebret, J. Lammers, H. Emmen and S. Stansfeld (2010) Cognition LAeq16 Cross-sectional Neurobehavioral Evaluation System (NES) tests: - Simple Reaction Time - Switching Attention - Hand-Eye Coordination - Symbol-Digit Substitution - Digit Memory Span Parent and child questionnaire Multi-level modeling using the MIXED procedure of SAS version 9.1 Klatte, M., M. Wegner and J. Hellbruk (2005) Speech perception and cognition Causal-Comparison Standardized German reading and spelling tests Student and parent questionnaires Descriptive statistics B-30

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Klatte, M., M. Meis, H. Sukowski, and A. Schick (2007) Speech perception and cognition Rail and speech (in Dutch) recordings Causal-Comparison Lab observations: - Speech perception - Short-term memory - Sentence comprehension Parent questionnaire One-way ANOVA Knecht H., P. Nelson, G. Whitelaw, L. Feth (2002) NA Measured indoors with HVAC on and off (34-69 dBA) Experimental Interior noise and reverberation measurements Descriptive statistics Ko, N.W.M (1979) Teacher annoyance, speech interference, teaching interference, effects on students Aircraft noise measurements in school compounds Correlation Questionnaire Linear and non-linear regression Kyzar, B.L (1977) Student attention Overall SPL Case study Indoor noise measurements Teacher survey Flander's Interaction Analysis Minnesota Clerical Test Descriptive statistics Lercher, P. G. W. Evans, M. Meis, W. W. Kofler (2002) Mental health and classroom behavior LAeq24 and Ldn Cross-sectional SoundPlan modeling road and rail with calibration measurement sampling Quality of life questionnaire (KINDL-R) Teacher survey Multiple linear regression with SPSS 8.0 and S+4.5 B-31

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Lukas, J.S., DuPree, R.B and Swing, J.W (1981) Cognition and interruption Measured: L1, L10, L99, LNP, LAeq24 Correlation Community noise monitoring survey Classroom noise measurements Observations of teacher and student behaviors Comprehensive Test of Basic Skills (reading and math) California Assessment Program Multiple regression analysis Lundquist, P., K. Holmberg, and U. Landstrom (2000) Annoyance Measured Leq Correlation Student and teacher questionnaire (7 pt scale) Two-tailed T test Chi-squared test Maxwell, L., and G (2000) cognitive Measured average and peak Leq before-and-after installation of sound absorption material Causal-Comparison Test of Early Reading Ability (TERA-2) and Metropolitan Readiness Tests (MTR6) -Number and letter recognition, Letter- sound correspondence, Rhyming T test for independent samples B-32

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Meis, M., S. Hygge, G. Evans, and M. Bullinger (1998) Memory Leq, Peak dBA Cross-sectional Word production, free- recall, cued-recall tests Munich Airport Noise Study Descriptive statistics and F-test Muller F., E. Pfeiffer, M. Jilg, R. Paulsen, and U. Ranft (1998) Cognitive Leq-day, Leq-night, Leq Cross-sectional Recorded traffic noise (65 dBA) d-2 test, color- discrimination test, Go/No-go test, visual vigilance task MANOVA Nelson. P., K. Kohnert, S. Sabur, D. Shaw (2005) Student on-task behavior of native English speaking (EO) and ESL students (L2) Measured levels in dBA and dBC Causal-Comparison Observation Descriptive statistics Nelson. P., K. Kohnert, S. Sabur, D. Shaw (2005) Cognition differences between native English speaking (EO) and ESL students (L2) Multi-talker babble recordings at +10 dB SNR Causal-Comparison Picture-word identification task 2-way mixed ANOVA B-33

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Neuman A., M. Wroblewski, J. Hajicek, A. Rubinstein (2010) Speech intelligibility Background noise and reverberation Cross-sectional developmental SNR required for 50% performance (SNR-50) BKB-SIN test (speech in noise test) Mixed model repeated measures ANOVA, Tukey’s Honestly Significant Differences (HSD) test Ohrstrom, E., Hadzibajramovic, E., Holmes, M., et al (2006) Sleep quality Leq(24), Lden, Lnight Exposure-effect Outdoor noise levels using Nordic Prediction Method, parent/child questionnaires, sleep logs and wrist- actigraphy for 79 families Jonckheere–Terpstra Test for trend, Linear- by-linear Association test Ristovska, G., D. Gjorgjev, and N. Pop Jordanova (2004) Mental health and classroom behavior Measurements in schoolyards (LAeq8 and LAeq16) Cross-sectional General Anxiety Scale- Sarason to test anxiety Teacher questionnaire (Attention Deficit Disorder Questionnaire) STATISTICA for Windows 1995: Kolmogorov-Smirnov test, Mann-Whitney U-Test Sanz S., A. M. Garcia, and A. Garcia (1993) Student attention External and internal background Cross-sectional Difference Perception Test or "faces test" (Tecnicos Especialistes Asociados S A 1973) Student T test, Chi- square test B-34

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Sargent, J.W., M.I. Gidman, M.A. Humphreys and W.A. Utle (1980) Teacher annoyance ("bothered") L10, L50, L90, Leq Lax and NNI for aircraft Cause-effect Predicted road noise levels External and internal measurements of road and aircraft noise Questionnaire Linear regression and probit analysis Sato, H. and J. Bradley (2008) Speech intelligibility Reverberation time, Early decay time, and Clarity, Sound strength Correlation Impulse response measurements Student sound absorption Shield B., J. Dockrell, R. Jeffery, and I. Tachmatzidis (2001) Cognitive Average daily exposure = 72 dB LAeq Correlation and causal- comparison Student and teacher questionnaires Standard Assessment Tests (SAT) at Key Stage 1 and Key Stage 2 B-35

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Shield, B. and J. Dockrell (2004) Student activity External noise: LAeq,5 min , LA10,5 min , LA90,5 min , LAmax,5 min Internal noise: LAmax, L90, and LAeq Survey External noise survey at all schools: LAeq,5 min , LA10,5 min , LA90,5 min , LAmax,5 min Internal noise survey at sixteen schools: LAmax, L90, and LAeq Classroom observations Descriptive statistics and correlation analysis Shield, B. and J.Dockrell (2008) Cognitive External noise: LAeq,5 min , LA10,5 min , LA90,5 min , LAmax,5 min Internal noise: LAmax, L90, and LAeq Cross-sectional External and internal noise surveys Standard Assessment Tests (SAT) at Key Stage 1 and Key Stage 2 Correlation and regression analyses Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez- Barrio, et. al. (2005) Cognitive performance and health LA, Leq16 Cross-sectional External noise measurements CAA noise contours UK standard calculation of road traffic noise (CRTN) prediction method Suffolk reading scale Toulouse Pieron test Parent questionnaire on health Multi-level modeling, fractional polynomial models B-36

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez- Barrio, et. al. (2005) Cognitive performance and health LA, Leq16 Cross-sectional External noise measurements Modeled noise contours CITO (Centraal Instituute Toets Ontwikkeling) readability index Toulouse Pieron test Parent questionnaire on health Multi-level modeling, fractional polynomial models Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez- Barrio, et. al. (2005) Cognitive performance and health LA, Leq16 Cross-sectional External noise measurements Modeled noise contours ECL-2 (Evaluación de la Compresión Lectora, nivel 2) Toulouse Pieron test Parent questionnaire on health Multi-level modeling, fractional polynomial models Stansfeld, S. A., C. Clark, R. Cameron, T. et. al. (2009) Mental health LA, Leq16 Cross-sectional External noise measurements Modeled noise contours Strengths and Difficulties Questionnaire (SDQ) Multi-level modeling with Mlwin B-37

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Student Performance Measure Noise Measure Research Method Data Collection Method Analytical Method Wålinder. R., K.Gunnarsson, R. Runeson, G. Smedje (2007) Stress LAeq during school days Correlation Indoor noise measurements Blood pressure readings Salivary cortisol Human figure drawings SAS package: Spearman’s rank correlation coefficients, Kendall’s rank correlation, linear mixed model with random intercept Yang, W. and J. Bradley (2009) Speech intelligibility Clarity (C50), Reverberation (T60) Correlation Simulated classroom acoustics Word intelligibility by picture identification (WIPI) test Multiple regression analysis B-38

APPENDIX B. Catalog of Research Studies—Subjects CATALOG OF RESEARCH STUDIES – FINDINGS Authors (Pub. Year) Finding Suggested Criteria Ando, Y., Y. Nakane, and J. Egawa (1975) "The result was that children from relatively noisy areas tended, when performing tasks, to show occasional short periods in which they produced substantially less than their average rate of work. None Astolfi, A. and F. Pellerey (2008) "Acoustical satisfaction was lower in non-renovated classrooms, and one of the most important consequences of poor acoustics was a decrease in concentration. The stronger correlation between average noise disturbance scores and LA max levels, more than LAeq and LA90, showed that students were more disturbed by intermittent than constant noise." None Bistafa, S. and J. Bradley (2001) "By varying the amount of sound absorption, and the location of the sound- absorbing material in a simulated classroom, it was possible to assess the accuracy of the prediction of speech metrics." None Boman, E., I. Enmarker, and S. Hygge (2005) "The noise effects of episodic memory tasks were stronger than for semantic memory tasks. Further, in the reading comprehension task, cued-recall and recognition were more impaired by meaningful irrelevant speech than by road traffic noise. Contrary to predictions, there was no interaction between noise and age group, indicating that the obtained noise effects were not related to the capacity to perform the task." None Boman, E. and I. Enmarker (2004) - Study 3 "The main findings in this paper were that both meaningful irrelevant speech and road traffic noise affected episodic and semantic memory performance, and that the performance of a complex episodic task, reading comprehension, was more impaired by speech than by road traffic noise." [Authors' Paper IV] None B-39

APPENDIX B. Catalog of Research Studies—Subjects Boman, E. and I. Enmarker (2004) - Study 5 "Taken together, despite mean differences in ratings on the items the results showed that the annoyance structure was of the same nature for pupils and teachers." [Authors Paper VII] None Authors (Pub. Year) Finding Suggested Criteria Boman, E. and I. Enmarker (2004) - Study 1 "Sounds generated by humans were perceived as the most disturbing noise sources in the school environment, and the disturbance was worst during math lessons." None Boman, E (2004) "In conclusion, it has been shown that meaningful irrelevant speech impaired comprehension of a novel text in episodic memory and caused a poorer access to word comprehension in semantic memory. It was also found that girls outperformed boys in episodic as well as semantic memory tasks, but they could not take advantage of their higher memory performance during noise exposure." None Bradley, J (1986a) "The results of this work suggest that several methods of almost equivalent prediction accuracy can be used for estimating expected speech intelligibility scores obtained using a Fairbanks rhyme test." None Bradley, J (1986b) "Optimum reverberation times for classrooms were estimated to be in the range from 0.4-0.5 s, which is shorter than many standard reference suggest. To accommodate all age groups of normal hearing listeners, background levels of approximately 30 dBA are required." "Optimum reverberation times for classrooms were estimated to be in the range from 0.4-0.5 s, which is shorter than many standard references suggest. To accommodate all age groups of normal hearing listeners, background levels of approximately 30 dBA are required." Bradley, J. and H. Sato (2004) "Grade 1 students are seen to require, on average, conditions with 7 dB better S/N than Grade 6 students to achieve the same 95% correct speech intelligibility scores." None B-40

APPENDIX B. Catalog of Research Studies—Subjects Bradley, J. and H. Sato (2008) "Further calculations based on the new measurements led to estimates of maximum acceptable ambient noise levels that were very close to the 35 dBA recommendation in ANSI S12.60." "It is therefore justifiable and practical to recommend a maximum ambient noise level in all elementary school classrooms of no more than 35 dBA. ... The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children." B-41

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Bronzaft, A. and D. P. McCarthy (1975) "Whatever the explanation for the present findings, the fact remains that the grade equivalent scores of children on the noisy side of the school building were found to lag behind their peers on the quieter side from three months to as much as one year." None Bronzaft, A (1981) "After the classroom noise levels were somewhat abated (from 89 dBA to 81 to 86 dBA), the children on the noisy side were reading as well as those on the quiet side." None Christie, D. J. and C. Glickman (1980) "The present study does not suggest that noise levels should be lowered. Rather, the thrust of the current research suggests that noise does not affect the performance of all children in the same way. In general, it appears that an optimal learning environment for boys would be relatively noisy, while girls tend to perform better in a quiet environment." None Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) "Firstly, a linear exposure-effect relation was found between aircraft noise exposure at school and impaired reading comprehension, with a similar effect being observed in all three countries. Secondly, the effect of aircraft noise on reading comprehension could not be accounted for by sociodemographic variables, acute noise during testing, aircraft noise annoyance, episodic memory, working memory, or sustained attention. Thirdly, there was no evidence of a relation between road traffic noise at school and reading comprehension." None B-42

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) "Firstly, a linear exposure-effect relation was found between aircraft noise exposure at school and impaired reading comprehension, with a similar effect being observed in all three countries. Secondly, the effect of aircraft noise on reading comprehension could not be accounted for by sociodemographic variables, acute noise during testing, aircraft noise annoyance, episodic memory, working memory, or sustained attention. Thirdly, there was no evidence of a relation between road traffic noise at school and reading comprehension." None Clark, C., R. Martin, E. van Kempen, T. Alfred1, J. Head, H. W. Davies, et. al. (2005) "Firstly, a linear exposure-effect relation was found between aircraft noise exposure at school and impaired reading comprehension, with a similar effect being observed in all three countries. Secondly, the effect of aircraft noise on reading comprehension could not be accounted for by sociodemographic variables, acute noise during testing, aircraft noise annoyance, episodic memory, working memory, or sustained attention. Thirdly, there was no evidence of a relation between road traffic noise at school and reading comprehension." None Clark, C., S. Stansfeld, and J. Head. (2009) "Preliminary analyses indicate a trend for reading comprehension to be poorer at 15-16 years of age for children who attended noise-exposed primary schools. There was also a trend for reading comprehension to be poorer in aircraft noise exposed secondary schools." None Cohen, S., G. Evans, and D. Stokol (1980) "Thus children from noisy schools have higher blood pressure than those from matched control (quiet) schools. Noise school children are also more likely to give up before the time to complete the task has elapsed." None B-43

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Cohen, S., G. Evans, D. Krantz, D. Stokols, and S. Kelly (1981) "The cross-sectional comparison of noisy, abated, and quiet classrooms suggests only a minimal impact of the abatement intervention on the criterion variables. … The longitudinal data similarly provide little evidence that children who had been enrolled in a noise-impacted school showed improvement in their performance and/or health following a 1-(school) year experience in a noise-abated classroom." None Crook, M. and F. Langdon (1974) "When talking to individuals or small groups teaching is less vulnerable to interference and is not seriously affected during flyovers which peak above 75 dB(A). " "From our data it would appear that a very high level of insulation would be necessary to completely remove dissatisfaction since any flyover leaking at or above 60 dB(A) [indoors] is potentially intrusive." de Oliveira Nunes, M. F. & Sattler, M. A. (2006) "In this study, it was established that students aged from 11 to 13 years, who are in an important phase of cognitive development, were the most affected. … From the study it can be concluded that the schools’ design was unsuitable as they fail to provide the basic requirements to promote a healthy and appropriate environment for oral communication." Dockrell, J. and B. Shield (2004) "External LAmax levels are a significant factor in reported annoyance, whereas external LA90 and LA99 levels are a significant factor in determining whether or not children hear sound sources." None Dockrell, J. and B. Shield (2006) "Performance on verbal tasks was negatively affected by classroom babble, whereas performance on the speed task was reduced in babble but further reduced when babble was superimposed with environmental noise. No obvious pattern of additional deficits was evident for children with English as an additional language." None B-44

APPENDIX B. Catalog of Research Studies—Subjects Emmen, H.,B. Staatsen, P. Fischer, and I. Kamp, IV (2001) "In conclusion, the results of this study demonstrate the feasibility of applying computerized behavioral testing methods in a school setting." None Authors (Pub. Year) Finding Suggested Criteria Evans, G., S. Hygge and M. Bullinger (1995) "To summarize, our results reflect a general pattern of adverse psychological stress reactions associated with chronic exposure to noise among elementary-school-aged children. The children who were studied showed no apparent auditory damage during standard audiometric examination. Both neuroendocrinological and cardiovascular indices of chronic stress were elevated; long-term memory, speech perception, and standardized reading test scores indicate deficits; and children living proximate to a major airport reported more annoyance and a lower quality of life than did children in quiet communities." None Evans, G. and L. Maxwell (1997) "Children chronically exposed to aircraft noise have poorer reading skills than children attending elementary school in a quiet neighborhood." None Evans, G., M. Bullinger, and S. Hygge (1998) "Chronic living proximate to the new Munich International Airport experienced significant elevations in resting blood pressure after the airport opened." None Evans G., P. Lercher, M. Meis, H. Ising, W. Kofler (2001) "Children in the noisier areas had elevated resting systolic blood pressure and 8-h, overnight urinary cortisol. The children from noisier neighborhoods also evidenced elevated heart rate reactivity to a discrete stressor (reading test) in the laboratory and rated themselves higher in perceived stress symptoms on a standardized index." None B-45

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Federal Interagency Committee on Aviation Noise (FICAN) (2007) "After controlling for demographics, the study found (1) a substantial association between noise reduction and decreased failure (worst-score) rates for high school students, and (2) significant association between noise reduction and increased average test scores for student/test subgroups. In general, the study found little dependence upon student group and upon test type." None Green, K.B., B. Pastenak, and R. Shore (1982) "The regression coefficients indicate than an additional 3.6% of the students in the noisiest schools read at least one year below grade level …" None B-46

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Green, Rochelle, S. Smorodinsky, J. Kim, R. McLaughlin, and B. Ostro1 (2004) "Traffic exposure was related to race/ethnicity. For example, the overall percentage of non-white students was 78% at the schools located near high- traffic roads versus 60% at the schools with very low exposure (no streets with counted traffic data within 150 m)." NA Haines, M, S. Stansfeld, R. Job, B. Berglund, and J. Head (2001a "First, chronic aircraft noise exposure was consistently and strongly associated with higher levels of noise annoyance in children. Secondly, the association between chronic aircraft noise exposure and reading comprehension and long-term memory recognition, is suggestive that chronic aircraft noise exposure impairs cognitive function. Thirdly, the association between aircraft noise exposure and reading comprehension could not be accounted for by noise annoyance, acute noise interference and sociodemographic factors (age, main language spoken at home, household deprivation, social class). Fourthly, chronic exposure to aircraft noise was not associated with child mental health problems (anxiety, depression, hyperactivity and conduct problems)." None B-47

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Haines, M, S. Stansfeld, S. Brentnall, J. Head, B. Berry, M. Jiggins, and S. Hygge (2001b "The noise effect on reading confirms previous studies that noise exposure is associated with poorer reading performance but that the effects are confined to difficult items and not on simple items. Taking the annoyance results of this study together with previous studies in children and adults, it can be concluded that chronic noise exposure is associated with raised noise annoyance in children." None Haines, M., S. Stansfeld, R. Job, B. Berglund, and J. Head (2001c "The results of this repeated measures study are not conclusion. Nevertheless, they provide stronger evidence than previous studies to suggest that noise exposure affects child cognition and stress response and that these effects do not habituate over a one-year period." None Haines, M., S. Stansfeld, J. Head and R. F. S. Job (2002) "The results suggest that chronic exposure to aircraft noise is associated with school performance in reading and mathematics in a dose-response function but this association is influenced by socio-economic factors." None Haines, M., S. L. Brentnall, S. A. Stansfeld, and E. Klineberg (2003) " As expected, the impact of noise pollution on quality of life and everyday activities (e.g. school work, homework, and playing) was larger for the children exposed to high levels of aircraft compared with the control and focus group samples." None B-48

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Hiramatsu K., T. Tokuyama, T. Matsui, T. Miyakita, Y. Osada, T. Yamamoto (2004) "The result obtained in the present study is in line with the prior studies and suggests that chronic aircraft noise exposure lowers the ability of long-term memory of school children and as a result they run the risk of making lower learning ability of schoolwork." None Houtgast, T (1981) "Intelligibility tests performed by teachers and pupils have shown that the interfering effect of (traffic) noise in classrooms becomes noticeable when the indoor level exceeds a critical value. This critical level equals - 15 dB with regard to a teacher's long-term (reverberant) speech level, all levels A- weighted." "Intelligibility tests performed by teachers and pupils have shown that the interfering effect of (traffic) noise in classrooms becomes noticeable when the indoor level exceeds a critical value. This critical level equals - 15 dB with regard to a teacher's long-term (reverberant) speech level, all levels A-weighted." Hygge, S. and I. Knez (2001) "Taken together, this experiment reported interactions between noise and heat on the recall of a text, and between noise and light on the free-recall of emotionally toned words." NA Hygge, S., G. Evans, and M. Bullinger (2002) "After the switch, long-term memory and reading were impaired in the noise group at the new airport and improved in the formerly noise-exposed group at the old airport. Short-term memory also improved in the latter group after the old airport was closed. At the new airport, speech perception was impaired in the newly noise-exposed group." NA B-49

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Hygge, S (2003) "Overall, there was a strong noise effect on recall, and a smaller, but significant effect on recognition. In the single-source studies, aircraft and road traffic noise impaired recall at both noise levels. Train noise and verbal noise did not affect recognition or recall." None Hygge, S., E. Boman, and I. Enmarker (2003) "The results showed that both road traffic noise and meaningful irrelevant speech impaired recall of the text. Retrieval in noise from semantic memory was also impaired. Attention was impaired by both noise sources, but attention did not mediate the noise effects on episodic memory. Recognition was not affected by noise. Context-dependent memory was not shown." None Jamieson, D., G. Kranjc, K. Yu, W. Hodgetts (2004) "These results suggest that the youngest children in the school system, whose classrooms also tend to be among the noisiest, are the most susceptible to the effects of noise." None van Kempen, E., I. Van Kamp, .P Fischer, H. Davies, et. al. (2006) "The relationship between aircraft noise and blood pressure was not fully consistent: in the Dutch sample, blood pressure increased statistically significantly as aircraft noise exposure increased; this was not the case in the British sample. These findings, taken together with those from previous studies, suggest that no univocal conclusions about the association between aircraft noise exposure and blood pressure can be drawn." None B-50

APPENDIX B. Catalog of Research Studies—Subjects van Kempen, E., I. van Kamp, E. Lebret, J. Lammers, H. Emmen and S. Stansfeld (2010) "Based on these analyses the authors conclude that neurobehavioral tests can complement paper-and-pencil tests when investigating the effects of noise on children's cognitive functioning. ... Based on this study and previous scientific literature it can be concluded that performance on simple tasks is less susceptible to the effects of noise than performance on more complex tasks. It is not possible to draw definite conclusions about the relative importance of noise exposure at home and at school and possible interactions." None Authors (Pub. Year) Finding Suggested Criteria Klatte, M., M. Wegner and J. Hellbruk (2005) NA None Klatte, M., M. Meis, H. Sukowski, and A. Schick (2007) "Children's performance in tasks requiring storage and processing of verbal information was significantly impaired by background speech that they could not understand in three experiments. … Quite contrary to the marked effects of background speech, train sounds had no effect on performance of these tasks." None Knecht H., P. Nelson, G. Whitelaw, L. Feth (2002) "Results indicated that most classrooms were not in compliance with ANSI noise and reverberation standards (ANSI S12.60-2002)." None B-51

APPENDIX B. Catalog of Research Studies—Subjects Ko, N.W.M (1979) " The subjective responses of teachers obtained in these schools indicate good correlation of annoyance ratings of teachers with the Noise and Number Index observed in the school period. … The speech interference and teaching interference due to noise are found to be the most severe disruption experienced by teachers. They seem to be interrelated." None Kyzar, B.L (1977) "Noise pollution created by the proximity of the traffic artery to School adversely affects the ability of teachers to adequately practice their profession, and interferes with the capacity of students to maintain the necessary attention to details required in effective learning." None Lercher, P. G. W. Evans, M. Meis, W. W. Kofler (2002) "Noise exposure was significantly associated in both samples with classroom adjustment ratings. Child self-reported mental health was significantly linked to ambient noise only in children with a history of early biological risk (low birth weight and preterm birth)." None Authors (Pub. Year) Finding Suggested Criteria Lukas, J.S., DuPree, R.B and Swing, J.W (1981) "The design criterion for traffic noise levels inside classrooms should be Leq=58 dB C-weighted. ... Because of the apparent synergistic effects of community and classroom noise levels on academic achievement, in order for the above classroom noise level to be effective in preventing degradation of achievement from noise, efforts will be required to contain community noise levels so as not to exceed L1=65 dBA." "The design criterion for traffic noise levels inside classrooms should be Leq=58 dB C-weighted." B-52

APPENDIX B. Catalog of Research Studies—Subjects Lundquist, P., K. Holmberg, and U. Landstrom (2000) "The correlation between sound level and perceived annoyance and rated effect of noise on the students’ schoolwork was poor. The correlation between the annoyance and rated effect of noise on the students’ schoolwork was significant. ... The younger students were more annoyed than the older ones. The participants claimed that chatter in the classroom and scraping sounds from tables and chairs were the most annoying sound sources." None Maxwell, L., and G (2000) "In the quieter condition, children scored higher than their noisier cohort on the letter-number-word recognition measure and were rated higher by their teachers on the language scale. In addition, children in the quieter classrooms were less susceptible than those in the noisy classrooms to induced helplessness." None Meis, M., S. Hygge, G. Evans, and M. Bullinger (1998) "The main hypothesis of three experiments was confirmed: it was demonstrated that discontinuous traffic noise leads to reduced memory performance if the instructions are explicit, so that the nature of the effects induced by traffic noise on implicit and explicit memory are dissociative." None Authors (Pub. Year) Finding Suggested Criteria B-53

APPENDIX B. Catalog of Research Studies—Subjects Muller F., E. Pfeiffer, M. Jilg, R. Paulsen, and U. Ranft (1998) "The finding that performance of the discrimination and vigilance task is improved in noise points on the activating property of sound either due to enhanced arousal, or caused by increased effort in order to overcome the compound working conditions. The performance in the d2 test, which to a high degree requires sustained focused attention and concentrative power, is worse for children in the noise area. The observation that this effect is more pronounced when related to the night-time sound levels leads to the assumption that the concentration deficits are caused by a lack of sufficient sleep for the children who presumably need to invest more fatiguing effort to meet the daily demands than children living in quiet areas. In this study no indications of coping strategies were found." None Nelson. P., K. Kohnert, S. Sabur, D. Shaw (2005) "In contrast to the original hypothesis, results from Study 1 revealed no significant differences in on-task behavior between L2 learners and their monolingual peers, and no difference between pre- and post amplification measures." None Nelson. P., K. Kohnert, S. Sabur, D. Shaw (2005) "The primary finding from the current study is that in noisy classrooms in which the target voice occurs at +10 dB SNR or less, processing linguistic information in English will be significantly more challenging for typically developing L2 learners as compared to their monolingual peers. These combined sources thus suggest that linguistically diverse children receiving primary instruction in English in typical classroom conditions do, in fact, experience double jeopardy with respect to the negative impact of noise." "Classrooms that meet the standard [ANSI S12.60-2002] will provide SNRs that will be more favorable than +10 dB (that was shown to be insufficient here for L2 learners) and should allow optimal listening conditions for all students." Neuman A., M. Wroblewski, J. Hajicek, A. Rubinstein (2010) "Results highlight changes in speech recognition performance with age in elementary school children listening to speech in noisy, reverberant classrooms. The more reverberant the environment, the better the SNR required. The younger the child, the better the SNR required." "To obtain average speech recognition scores of 95% at the back of the classroom, an SNR 10 dB is required for all children at the lowest reverberation time, of 12 dB for children up to age 11 yrs at the 0.6-sec reverberant condition, and of 15 dB for children aged 7 to 11 yrs at the 0.8-sec condition. The youngest children require even higher SNRs in the 0.8-sec condition." B-54

APPENDIX B. Catalog of Research Studies—Subjects Authors (Pub. Year) Finding Suggested Criteria Ohrstrom, E., Hadzibajramovic, E., Holmes, M., et al (2006) "Conclusions based on present knowledge and the results of this study are that children have better perceived sleep quality and lower number of awakenings than parents, whereas there is no evidence of a difference in terms of difficulties falling asleep and alertness in the morning between children and parents." Ristovska, G., D. Gjorgjev, and N. Pop Jordanova (2004) "Children exposed to LAeq, 8 h>55 dBA had significantly decreased attention (Z=-2.16; p=0.031), decreased social adaptability (Z =-2.16; p=0.029), and increased opposing behavior in their relations to other people (Z=-3; p=0.001).We did not find any correlation between socio-economic characteristics and development of psychosocial effects." None Sanz S., A. M. Garcia, and A. Garcia (1993) "Test results were consistently better (both for tests and for children from different classrooms in each school) in the quiet school Exposure to high traffic noise levels in the noisy school over the whole school year is a plausible determinant of these results." None Sargent, J.W., M.I. Gidman, M.A. Humphreys and W.A. Utle (1980) "Above an external road traffic noise level of 60 dB(A) L10 there is an increase in the response to questions about noise in general and a higher percentage of teachers consider the classroom to be an unsatisfactory working environment. Also, for the survey sample as a whole, a higher proportion of teachers were bothered by road traffic noise than by any internal noise source above an external road traffic noise level of about 60 dB(A) L10. ... There appears to be little difference between the proportion of teachers bothered by road traffic noise and the proportion bothered by aircraft noise at a given level of Leq dB(A)." None B-55

APPENDIX B. Catalog of Research Studies—Subjects Sato, H. and J. Bradley (2008) "In the measured classrooms, excessive noise levels were a much more significant problem than poor room acoustics. ... Excessive noise levels make it impossible to achieve ideal signal-to-noise ratios and near ideal speech communication conditions. ... Student activity is the dominant noise source in active classrooms even when the children are quite well behaved." None Authors (Pub. Year) Finding Suggested Criteria Shield B., J. Dockrell, R. Jeffery, and I. Tachmatzidis (2001) "Data from noise surveys, analysis of SATs results, children’s reports and experimental studies provide converging evidence that noise levels influence children’s performance and can negatively impact on their attainments." None Shield, B. and J. Dockrell (2004) "A survey of noise levels outside 142 primary schools in 3 London boroughs has shown that the average LAeq, measured over a typical 5 min period during the school day, is approximately 57 dBA. … The predominant noise source outside the London schools surveyed was road traffic, in particular, cars, which could be heard outside 86% of the schools. ... The noise inside classrooms is, in general, dominated by the noise of children and depends upon the particular classroom activity in which they are engaged, there being a range of approximately 20 dBA between the quietest and noisiest activity." None Shield, B. and J.Dockrell (2008) "This study has shown that chronic exposure to both external and internal noise has a detrimental impact upon the academic performance and attainments of primary school children. For external noise it appears to be the noise levels of individual events that have the most impact while background noise in the classroom also has a significant negative effect. Older primary school children, around 11 years of age, appear to be more affected by noise than the younger children." None B-56

APPENDIX B. Catalog of Research Studies—Subjects Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez-Barrio, et. al. (2005) "Our findings indicate a linear exposure-effect association between exposure to aircraft noise and impaired reading comprehension and recognition memory in children, and between exposure to road traffic noise and increased functioning of episodic memory, in terms of information and conceptual recall. Our results also show non-linear and linear exposure- response associations between aircraft and road traffic noise, respectively, and annoyance. Neither aircraft noise nor road traffic noise affected sustained attention, self-reported health, or mental health." None Authors (Pub. Year) Finding Suggested Criteria Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez-Barrio, et. al. (2005) "Our findings indicate a linear exposure-effect association between exposure to aircraft noise and impaired reading comprehension and recognition memory in children, and between exposure to road traffic noise and increased functioning of episodic memory, in terms of information and conceptual recall. Our results also show non-linear and linear exposure- response associations between aircraft and road traffic noise, respectively, and annoyance. Neither aircraft noise nor road traffic noise affected sustained attention, self-reported health, or mental health." None Stansfeld, S. A. B. Berglund, C. Clark, I. Lopez-Barrio, et. al. (2005) "Our findings indicate a linear exposure-effect association between exposure to aircraft noise and impaired reading comprehension and recognition memory in children, and between exposure to road traffic noise and increased functioning of episodic memory, in terms of information and conceptual recall. Our results also show non-linear and linear exposure- response associations between aircraft and road traffic noise, respectively, and annoyance. Neither aircraft noise nor road traffic noise affected sustained attention, self-reported health, or mental health." None B-57

APPENDIX B. Catalog of Research Studies—Subjects Stansfeld, S. A., C. Clark, , R. Cameron, T. et. al. (2009) "This study showed no effects of aircraft noise or road traffic noise on children’s overall mental health measured by the Strengths and Difficulties Questionnaire. ... However, higher levels of aircraft noise were associated with higher scores on the hyperactivity subscale and higher levels of road traffic noise exposure were associated with lower scores on the conduct problems subscale." None Wålinder. R., K.Gunnarsson, R. Runeson, G. Smedje (2007) "In conclusion, by considering noise in the classroom as either a direct stressor or a proxy variable for other troublesome conditions, we found positive correlations between equivalent sound levels and symptoms of fatigue, headache, and reduced diurnal cortisol variability." None Authors (Pub. Year) Finding Suggested Criteria Yang, W. and J. Bradley (2009) "For conditions of constant signal-to-noise ratio, intelligibility scores increased with decreasing reverberation time. However, for conditions including realistic increases in speech level with varied reverberation time for constant noise level, intelligibility scores were near maximum for a range of reverberation times. Young children’s intelligibility scores benefited from added early reflections of speech sounds similar to adult listeners. The effect of varied reverberation time on the intelligibility of speech for young children was much less than the effect of varied signal-to-noise ratio." None B-58