The Erickson/Newman team studied previously published research on children’s reactions to background noise. To contextualize their conclusions, they report that a whisper in a quiet library is 30 dB loud, the daytime noise levels in open bay neonatal intensive care units are about 60 dB, sound levels in occupied infant and toddler classrooms are 60-90 dB, and that the volume in a noisy restaurant is approximately 80-90 dB. The researchers report that “Despite their relatively mature auditory systems, infants and children struggle with listening in noise relative to adults, particularly wh
Age - For example: Gen X, Gen Y, Baby Boomers
Dadvand and his large team have gathered additional evidence indicating how important it is that people have ready access to green spaces. They “evaluated the association between lifelong residential exposure [at locations where study participants had lived since they were born] to green space and attention during preschool and early primary school years. . . .
Trzpuc and her team investigated factors that contribute to the wellbeing of patients in child-adolescent mental health units. During a study completed at the University of Minnesota Masonic Children’s Hospital Child–Adolescent Mental Health Inpatient Unit they found via patient surveys that “design features in which patients have choice and control offer greater perceptions of calm during their stay in the unit [i.e., patients perceived they were calmer when these opportunities for choice and control were present].” Data were collected in two areas, one of which had bee
Stephen Pont’s presentation (“Green Schoolyards Support Healthy Bodies, Minds and Communities") at the 2017 annual meeting of the American Academy of Pediatrics (AAP) indicates that medical professionals are recognizing the value of green spaces. An AAP press release shares the abstract for Pont’s session: “Schoolyards present an ideal, though usually untapped, environment to support the health of children.
Travers and her colleagues investigated the link between walkability and actual walking among a group of Australian adults over 65 years old. Looking at areas in a 400-meter radius around participants’ homes, the team “found no association between walkability of the built environment and walking behavior of participants. Although retirement village residents lived in more highly walkable environments, they did not walk more and their overall levels of physical activity were lower than those of community residents.”
Cheng, Ju, Sun, and Lin investigated what LED light levels are preferred by older viewers. They report on their research with people 55 – 65 years old: “In this study, experiments were conducted under LED lighting with . . . three different illuminance levels (30lux; 100lux; 1000lux). . . . they [study participants] prefer higher illuminance, which makes them find the lighting environment more comfortable, brighter, and better for reading.”
Bratt-Eggen and her team researched sound levels in open-plan study spaces. The investigators collected information in “five open-plan study environments at universities in the Netherlands. A questionnaire was used to investigate student tasks, perceived sound sources and their perceived disturbance, and sound measurements were performed to determine the room acoustic parameters. This study shows that 38% of the surveyed students are disturbed by background noise in an open-plan study environment.
National culture affects room design desires
Ulset and her research team investigated links between time spent outside and cognitive development. The team conducted a study in Norway that “examined the . . . relations between the amount of time children [average age when study began was 52 months] attending daycare spend outdoors [in naturalistic settings] and their cognitive and behavioral development during preschool and first grade. . . . analyses showed a positive relation between outdoor hours and [development of attention skills] and an inverse relation between outdoor hours and [inattention-hyperactivity symptoms]. . . .
Skelton and her colleagues thoroughly investigated how babies (4 to 6 month olds) experience colors. They determined that “infants have color categories for red, yellow, green, blue, and purple. We show that infants’ categorical distinctions align strikingly with those that are commonly made in the world’s different color lexicons [systems/dictionaries]. . . .