Unpleasant Sounds

Vincent Jung
Independent Research
2019-20

Factors affecting the perception of unpleasant sounds

Introduction and Overview of Research:

Sounds like nails on a chalkboard are special in the way that they affect a majority of the
population, aren’t as unpleasant as a misophonia-inducing sound, and are unpleasant regardless
of volume. This study is investigating the qualities of the sound and what factors change the
unpleasant effect.

Background and Rationale:

The first recorded study on unpleasant sounds was in 1986, where the frequencies of
unpleasant sounds were recorded and edited to find what part of the sound caused the
unpleasantness. Through this, it was discovered that when passed through a filter that reduced
high-pitched sounds, the unpleasantness stayed the same, but when passed through a filter that
reduced low-pitched sounds the unpleasantness decreased (Halpern, Blake, & Hillenbrand, 1986;
Reuter & Oehler, 2011). It was narrowed down to a range of 2,000 to 4,000 Hz which caused the
most unpleasantness.
There are many other methods of sensory input that can affect the unpleasantness of a
sound. For example, if a picture of fingernails on a chalkboard is displayed while the sound is
playing, the sound will become more unpleasant than if the picture was not shown ​(Cox, 2008). 
Another factor that increased unpleasantness was when subjects were told beforehand that they 
were going to listen to the unpleasant sound; however, the physical indicators of stress were the 
same, which leads to the conclusion that some of the pain from listening to unpleasant sounds 
can be purely psychological (Soffer, 2013).
This research is important for understanding humans and how they work. In
understanding the effects of certain stimuli on qualities of sounds, this information could
possibly be applied to sounds that evoke a different “feeling” than unpleasantness. Identifying
the factors causing more or less stress on a sound could also lead to better working/learning
environments, especially in cities and other areas with lots of noise that may interrupt the process
of working/learning.

Research Methodology:
Research Question: Will control over producing the unpleasant sound cause a change in
the reaction to it, and how would it change?
Research Hypothesis: Having control over producing the unpleasant sound will decrease
the unpleasantness of the sound.
Emphasised heavily in some of the research was the effect of a visual cue. In a web study
done in 2008, it was discovered that seeing a picture of nails on a chalkboard while listening to
the sound caused an increase in the horribleness of the sound (Cox, 2008). In addition, many
people even just seeing the image will cringe a little, which is proof of the psychological power
of that image to invoke such a response. Whether the cause of disgust from the image is from the
sound or vice versa, the researcher does not know.
The research will be primarily quantitative. Due to the need to see trends or average
values in a data set, quantitative research design will be prioritized. The data will be collected in
a scale-like fashion, in which the researcher will ask the person to rate aspects of their anxiety
from 1-10, with one being normal and 10 being completely affected.
The independent variable will be the modified factor between subjects, which would be
loudness, the addition of visual stimuli, and whether or not the subject is previously told they
will hear an unpleasant noise. Data about the subjects will also be collected so that the controls
for each person could be compared and conclusions drawn. The dependent variable will be the
person’s response which they would rate on a scale. Controls would include the specific sound
played and the program used to play it, but due to the web-based nature of this study, other
controls are unavailable to use.
The data collection would be quasi-experimental, due to the fact that these factors can be
tested somewhat easily but the limited resources of a high-school student leads to a smaller
spread of responses.

Product Objectives:
Because of the nature of the information that is being researched and the rarity it is that
preventional measures are needed, the creation of a safety product is not feasible. Therefore,
some sort of infographic, website, or video would have to suffice, if the experiment fails.
Again, because of the triviality of the information the product would appeal more to
casual fact-pursuing people than students or professors studying psychoacoustics. While the
information may be useful to undergraduate students and such, it is still not of much use at all
except for the casual pursuit of interesting information. Therefore, the product would target the
casual audience. The product would be distributed through the Internet in order to be accessible
to the most people. Interested people would then be able to view the product if they wanted.

Logistical Considerations:
The resources available at a high-school level are less than the resources available to
those in higher education. Because of this, research cannot be truly all-encompassing, and
experiments cannot be truly professional. This can be a major detriment. Also, the product
cannot be distributed in a way that reaches every person interested in the topic due to limitations
in technology.
Special resources are not particularly needed, due to mass ownership of computers and
audio devices. The scale used to judge experiments would have to be a scale imitating that of
another, similar study, so that, if done, the results of the experiment could be compared and
contrasted to the results of another.
 Timeline

2/20/20 - 2/27/20
Work on creating and programming survey

2/28/20 - 3/12/20
Distribute survey through:
- Email
- Scratch
- Direct Messages (Hangouts, texting, etc.)
- Word of Mouth
- Maybe a flyer/poster?

3/12/20 - 3/13/20
Review and evaluate results

3/13/20 - 3/28/20
Continue collecting data

3/28/20 - 4/1/20
Evaluate combined results and create graphs and charts
Start paper

4/1/20 - 4/14/20
Start display board
- Brainstorm ideas for display
- Choose aesthetic
- Create sketch of layout
Keep doing paper (integrate research results)

4/14/20 - 4/21/20
Continue display board
- Start writing the prompts/informational blurbs
- Design title display card thing that goes on top
Continue with paper

4/21/20 - 5/3/20
Continue display board
- Work on background design of display (if there is one)
 - Finish prompts/informational blurbs
Continue working on paper

5/3/20 - 5/14/20
Continue display board
- Print out prompts
- Organize them on the display board
- If ready, finish
Finish paper
Start final product
- Start organising/writing script
- Depending on method, start drawing frames or find relevant video clips

5/14/20 - 5/29/20
Finish display board
Turn in paper
Finish final product
- Finish script
- Record voiceover
- Arrange clips/frames according to that
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