Answers for “Effects of noise” with explanations.

Question 27-29:

27. D (para 1, line 3-5: “to adjust to sleeping in the mountains or the countryside because it
was initially „too quiet‟, an experience that suggests that humans are capable of adapting
to a wide range of noise levels”)

28. C (para 1, line 9-11: “noise was quite disruptive at first, but after about four minutes the
subjects were doing just as well on their tasks as control subjects who were not exposed
to noise.”)

29. A (para 2, line 6-7: “controller (Broadbent, I957). Similarly, noise did not affect a
subject‟s ability to track a moving line with a steering wheel”)


Question 30-34:

30. B – unexpected (para 3, line 4: “than to work under circumstances with unexpected
intrusions of noise”)

31. D – the same amount of (para 3, line 10-11: “(unpredictable noise). Subjects reported
finding the predictable and unpredictable noise equally annoying”)

32. F – performed as about the same level as (para 3, line 11-12: “unpredictable noise equally
annoying, and all subjects performed at about the same level during the noise portion of
the experiment”)

33. I – made more mistakes than (para 3, line 15-16: “under conditions of no noise. As shown
in Table l the unpredictable noise produced more errors in the later proofreading task than
predictable noise”)

34. B – unexpected (para 4, first line: “Apparently, unpredictable noise produces more
fatigue than predictable noise”)


Question 35-40:

35. A (para 1, line 6-8: “this view. For example, Glass and Singer (1972) exposed people to
short bursts of very loud noise and then measured their ability to work out problems and
their physiological
reactions to the noise”)

36. D (para 6, line 4-7: “noise may produce serious, lasting effects. One study, suggesting
that this worry is a realistic one, compared elementary school pupils who attended
schools near Los Angeles‟s busiest airport with students who attended schools in quiet
neighborhoods (Cohen et al., 1980
Line 13-15: “A follow-up study showed that children who were moved to less
noisy classrooms still showed greater distractibility one year later than students who had
always been in the quiet schools (Cohen et al, 1981).”)

37. A (para 5, line 4-6: “the individual never actually exercises his or her option to turn the
noise off (Glass and Singer, 1972).”)

38. E

39. B (para 2, line 3-6: “one task. For example, high noise levels interfered with the
performance of subjects who were required to monitor three dials at a time, a task not
unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, I957).”)

40. C (para 2, last 3 lines: “ability to track a moving line with a steering wheel, but it did
interfere with the subject‟s ability to repeat numbers while tracking (Finkelman and Glass,

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