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<p>This study focused on the impact of the emotional valence (positive or negative) of background sounds on the literal understanding of key text words and the comprehension of their imagery (positive or negative) while reading with background sound among typically developing (TD) children and children with ADHD. This study used GenAI to create major triad and minor triad sounds, which were then used for positive and negative sound, respectively. This study recruited 285 TD children and 285 children with ADHD, who were asked to comprehend the given reading items with or without background sound across literal and inferential information processes. Results showed that during literal comprehension, any sound hindered the children’s literal information comprehension. However, during the inferential comprehension, for TD children, the emotional congruence between background sound and character imagery enhanced character inferential comprehension, while the emotional incongruence between background sound and character imagery hindered character inferential comprehension. In comparison, the children with ADHD had better character inferential comprehension performance without any sound. Furthermore, the findings revealed the internal relationship between background sounds and the children’s text comprehension, thus providing a scientific basis for optimising learning environments in educational settings and formulating reading intervention strategies for children with ADHD.</p>

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The effects of emotional background sounds on the word comprehension of typically developing children and children with ADHD

  • 期刊论文

  • 发表日期：

    2026年6月23日

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  • Yang Dong,
  • Haoyuan Zheng,
  • Kuan Zhang,
  • Jianhong Mo

摘要

This study focused on the impact of the emotional valence (positive or negative) of background sounds on the literal understanding of key text words and the comprehension of their imagery (positive or negative) while reading with background sound among typically developing (TD) children and children with ADHD. This study used GenAI to create major triad and minor triad sounds, which were then used for positive and negative sound, respectively. This study recruited 285 TD children and 285 children with ADHD, who were asked to comprehend the given reading items with or without background sound across literal and inferential information processes. Results showed that during literal comprehension, any sound hindered the children’s literal information comprehension. However, during the inferential comprehension, for TD children, the emotional congruence between background sound and character imagery enhanced character inferential comprehension, while the emotional incongruence between background sound and character imagery hindered character inferential comprehension. In comparison, the children with ADHD had better character inferential comprehension performance without any sound. Furthermore, the findings revealed the internal relationship between background sounds and the children’s text comprehension, thus providing a scientific basis for optimising learning environments in educational settings and formulating reading intervention strategies for children with ADHD.