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Stressors: Physical
Introduction
This entry describes the measurement of physical environmental stressors and design elements that affect human well-being. We discuss stressors encountered in both outdoor and indoor environments, including residential and work settings.
First, we will describe the three most commonly recognized environmental stressors—noise, crowding and air quality (see Table 1) (Evans, 1999). Second, we will discuss measures of overall housing or building quality. Finally, we will describe specific design characteristics that may have an impact on health or well-being. These features include floor height, architectural depth, and characteristics of floor plan (e.g. enclosure and proximity).
Noise
Exposure to noise has been empirically linked to both auditory and non-auditory effects. Non-auditory effects of noise include physiological detriments (increased heart rate or blood pressure), low motivation, and poor cognitive or attentional performance (Evans & Lepore, 1993; Evans, 2001). Auditory effects of exposure to loud sound include short term acuity loss (‘temporary threshold shift’) and, over time, permanent hearing loss (‘permanent threshold shift’) (Kryter, 1994). Noise is defined as unwanted sound. In other words, while sound is a physical phenomenon, noise is a psychological phenomenon—bothersome or annoying sound. Typically, noise is measured using the logarithmic decibel (dBA) scale. An increase in 10 dBA is perceived as approximately twice as loud. Exposure to noise is measured over a period of time, often 24 hours. Because noise at nighttime is generally more annoying to people, another strategy is to weigh nighttime noise exposure more heavily than daytime noise (Ldn).
| Table 1. Noise, crowding and air quality: Measurement summary | ||
|---|---|---|
| Physical stressor | Definition | Measures/metrics |
| Noise | Unwanted sound | dBA, Leq, Ldn |
| Crowding | Insufficient space | People/room |
| Air quality Volatile organic compounds | Chemical compounds containing carbon, hydrogen and oxygen | TVOC |
| Radon | Colourless, odourless, radioactive gas. Part of decay chain of uranium. | picocuries/litre Screening Test, Alpha Track Detector, Grab Sampler |
| Carbon Monoxide | Colourless, odourless, poisonous gas produced when fuel is burned | ppm (parts per million) |
| Suspended particulate matter | Mix of solid particles & liquid droplets in the air | ppm |
| Photochemical smog (ozone) | Produced through a reaction between hydrocarbons and sunlight | ppm |
Crowding
The distinction between density and crowding parallels that between sound and noise. Density is a physical index, whereas crowding depends on an individuaL's cognitive appraisal of need for space (Stokols, 1972). Often, however, density is interpreted as a measure of crowding. There are two types of density—interior density and exterior density. Exterior density refers to the number of people in a geographic area, such as a square mile, an acre or an urban block. Interior density, in contrast, is typically measured by the number of residents per room in a household. There is considerable evidence that interior density is a more meaningful measure with respect to human health than is exterior density (Baum & Paulus, 1987). Customarily, people-to-room ratios exceeding 1.0 are considered ‘crowded’, but it is also common to question occupants regarding their perceptions of crowding.
Air Quality
Together outdoor air pollution and indoor air quality constitute another type of environmental stressor: air quality. Indoor air quality issues include volatile organic compounds (VOCs), radon, carbon monoxide, and suspended particulates. A source for air quality information is the Environmental Protection Agency's (EPA) website (http://www.epa.gov/ebtpages/aindoorairpollution.html).
Volatile Organic Compounds
Volatile Organic Compounds, or ‘VOCs’, are chemicals (any compound containing carbon, hydrogen, and oxygen) released from building materials, cleaning supplies, paints, paint strippers, aerosol sprays, dry-cleaned clothing, and furniture and finishes. Among the most common VOCs is formaldehyde. Health consequences of VOC exposure include eye, nose, and throat irritation; headaches; loss of coordination; nausea; and damage to liver, kidney, and central nervous system. Often, VOC levels are highest just after a building is constructed and furnished, when ‘off-gassing’ from carpeting, fabrics, caulking, and other materials occurs. Levels also peak in residential environments due to hobbies such as stripping or painting furniture. Measurements of VOC levels can be taken at several locations within a residence or workplace by taking air samples. The samples are later analysed to yield the total VOC level (TVOC). State Cooperative Extension websites and publications are a good source of information regarding volatile organic compounds and other indoor air quality issues (e.g. http://www.fcs.uga.edu/pubs/current/R059.html).
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- 1. Theory and Methodology
- Ambulatory Assessment
- Assessment Process
- Assessor's Bias
- Automated Test Assembly Systems
- Classical and Modern Item Analysis
- Classical Test Theory
- Classification (General, including Diagnosis)
- Criterion-Referenced Testing: Methods and Procedures
- Cross-Cultural Assessment
- Decision (including Decision Theory)
- Diagnosis of Mental and Behavioural Disorders
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Ethics
- Evaluability Assessment
- Evaluation: Programme Evaluation (General)
- Explanation
- Factor Analysis: Confirmatory
- Factor Analysis: Exploratory
- Formats for Assessment
- Generalizability Theory
- History of Psychological Assessment
- Intelligence Assessment through Cohort and Time
- Item Banking
- Item Bias
- Item Response Theory: Models and Features
- Latent Class Analysis
- Multidimensional Item Response Theory
- Multidimensional Scaling Methods
- Multimodal Assessment (including Triangulation)
- Multitrait-Multimethod Matrices
- Needs Assessment
- Norm-Referenced Testing: Methods and Procedures
- Objectivity
- Outcome Assessment/Treatment Assessment
- Person/Situation (Environment) Assessment
- Personality Assessment through Longitudinal Designs
- Prediction (General)
- Prediction: Clinical vs. Statistical
- Qualitative Methods
- Reliability
- Report (General)
- Reporting Test Results in Education
- Self-Presentation Measurement
- Self-Report Distortions (including Faking, Lying, Malingering, Social Desirability)
- Test Adaptation/Translation Methods
- Test User Competence/Responsible Test Use
- Theoretical Perspective: Cognitive
- Theoretical Perspective: Cognitive-Behavioural
- Theoretical Perspective: Constructivism
- Theoretical Perspective: Psychoanalytic
- Theoretical Perspective: Psychological Behaviourism
- Theoretical Perspective: Psychometrics
- Theoretical Perspective: Systemic
- Trait-State Models
- Utility
- Validity (General)
- Validity: Construct
- Validity: Content
- Validity: Criterion-Related
- 2. Methods, Tests and Equipment
- Adaptive and Tailored Testing
- Analogue Methods
- Autobiography
- Behavioural Assessment Techniques
- Brain Activity Measurement
- Case Formulation
- Coaching Candidates to Score Higher on Tests
- Computer-Based Testing
- Equipment for Assessing Basic Processes
- Field Survey: Protocols Development
- Goal Attainment Scaling (GAS)
- Idiographic Methods
- Interview (General)
- Interview in Behavioural and Health Settings
- Interview in Child and Family Settings
- Interview in Work and Organizational Settings
- Neuropsychological Test Batteries
- Observational Methods (General)
- Observational Techniques in Clinical Settings
- Observational Techniques in Work and Organizational Settings
- Projective Techniques
- Psychoeducational Test Batteries
- Psychophysiological Equipment and Measurements
- Self-Observation (Self-Monitoring)
- Self-Report Questionnaires
- Self-Reports (General)
- Self-Reports in Behavioural Clinical Settings
- Self-Reports in Work and Organizational Settings
- Socio-Demographic Conditions
- Sociometric Methods
- Standard for Educational and Psychological Testing
- Subjective Methods
- Test Accommodations for Disabilities
- Test Anxiety
- Test Designs: Developments
- Test Directions and Scoring
- Testing through the Internet
- Unobtrusive Measures
- 3. Personality
- Anxiety Assessment
- Attachment
- Attitudes
- Attribution Styles
- Big Five Model Assessment
- Burnout Assessment
- Cognitive Styles
- Coping Styles
- Emotions
- Empowerment
- Interest
- Leadership Personality
- Locus of Control
- Motivation
- Optimism
- Person/Situation (Environment) Assessment
- Personal Constructs
- Personality Assessment (General)
- Personality Assessment through Longitudinal Designs
- Prosocial Behaviour
- Self-Control
- Self-Efficacy
- Self-Presentation Measurement
- Self, The (General)
- Sensation Seeking
- Social Competence (including Social Skills, Assertion)
- Temperament
- Time Orientation
- Trait-State Models
- Values
- Weil-Being (including Life Satisfaction)
- 4. Intelligence
- Attention
- Cognitive Ability: g Factor
- Cognitive Ability: Multiple Cognitive Abilities
- Cognitive Decline/Impairment
- Cognitive Plasticity
- Cognitive Processes: Current Status
- Cognitive Processes: Historical Perspective
- Cognitive/Mental Abilities in Work and Organizational Settings
- Creativity
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Emotional Intelligence
- Equipment for Assessing Basic Processes
- Fluid and Crystallized Intelligence
- Intelligence Assessment (General)
- Intelligence Assessment through Cohort and Time
- Language (General)
- Learning Disabilities
- Memory (General)
- Mental Retardation
- Practical Intelligence: Conceptual Aspects
- Practical Intelligence: Its Measurement
- Problem Solving
- Triarchic Intelligence Components
- Wisdom
- 5. Clinical and Health
- Anger, Hostility and Aggression Assessment
- Antisocial Disorders Assessment
- Anxiety Assessment
- Anxiety Disorders Assessment
- Applied Behavioural Analysis
- Applied Fields: Clinical
- Applied Fields: Gerontology
- Applied Fields: Health
- Caregiver Burden
- Child and Adolescent Assessment in Clinical Settings
- Clinical Judgement
- Coping Styles
- Counselling, Assessment in
- Couple Assessment in Clinical Settings
- Dangerous/Violence Potential Behaviour
- Dementia
- Diagnosis of Mental and Behavioural Disorders
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Eating Disorders
- Health
- Identity Disorders
- Interview in Behavioural and Health Settings
- Irrational Beliefs
- Learning Disabilities
- Mental Retardation
- Mood Disorders
- Observational Techniques in Clinical Settings
- Outcome Assessment/Treatment Assessment
- Palliative Care
- Prediction: Clinical vs. Statistical
- Psychoneuroimmunology
- Quality of Life
- Self-Observation (Self-Monitoring)
- Self-Reports in Behavioural Clinical Settings
- Social Competence (including Social Skills, Assertion)
- Stress
- Substance Abuse
- Test Anxiety
- Thinking Disorders Assessment
- Type A: A Proposed Psychosocial Risk Factor for Cardiovascular Diseases
- Type C: A Proposed Psychosocial Risk Factor for Cancer
- 6. Educational and Child Assessment
- Achievement Testing
- Applied Fields: Education
- Child Custody
- Children with Disabilities
- Coaching Candidates to Score Higher on Tests
- Cognitive Psychology and Assessment Practices
- Communicative Language Abilities
- Development (General)
- Development: Intelligence/Cognitive
- Development: Language
- Development: Psychomotor
- Development: Socio-Emotional
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Evaluation in Higher Education
- Giftedness
- Instructional Strategies
- Interview in Child and Family Settings
- Item Banking
- Learning Strategies
- Performance
- Performance Standards: Constructed Response Item Formats
- Performance Standards: Selected Response Item Formats
- Planning
- Planning Classroom Tests
- Pre-School Children
- Psychoeducational Test Batteries
- Reporting Test Results in Education
- Standard for Educational and Psychological Testing
- Test Accommodations for Disabilities
- Test Directions and Scoring
- Testing in the Second Language in Minorities
- 7. Work and Organizations
- Achievement Motivation
- Applied Fields: Forensic
- Applied Fields: Organizations
- Applied Fields: Work and Industry
- Career and Personnel Development
- Centres (Assessment Centres)
- Cognitive/Mental Abilities in Work and Organizational Settings
- Empowerment
- Interview in Work and Organizational Settings
- Job Characteristics
- Job Stress
- Leadership in Organizational Settings
- Leadership Personality
- Motor Skills in Work Settings
- Observational Techniques in Work and Organizational Settings
- Organizational Culture
- Performance
- Personnel Selection, Assessment in
- Physical Abilities in Work Settings
- Risk and Prevention in Work and Organizational Settings
- Self-Reports in Work and Organizational Settings
- Total Quality Management
- 8. Neurophysiopsychological Assessment
- Applied Fields: Neuropsychology
- Applied Fields: Psychophysiology
- Brain Activity Measurement
- Dementia
- Equipment for Assessing Basic Processes
- Executive Functions Disorders
- Memory Disorders
- Neuropsychological Test Batteries
- Outcome Evaluation in Neuropsychological Rehabilitation
- Psychoneuroimmunology
- Psychophysiological Equipment and Measurements
- Visuo-Perceptual Impairments
- Voluntary Movement
- 9. Environmental Assessment
- Behavioural Settings and Behaviour Mapping
- Cognitive Maps
- Couple Assessment in Clinical Settings
- Environmental Attitudes and Values
- Family
- Landscapes and Natural Environments
- Life Events
- Organizational Structure, Assessment of
- Perceived Environmental Quality
- Person/Situation (Environment) Assessment
- Post-Occupancy Evaluation for the Built Environment
- Residential and Treatment Facilities
- Social Climate
- Social Networks
- Social Resources
- Stressors: Physical
- Stressors: Social
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