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Brager, G, Zhang, H and Arens, E (2015) Evolving opportunities for providing thermal comfort. Building Research & Information, 43(03), 274-87.

de Dear, R, Kim, J, Candido, C and Deuble, M (2015) Adaptive thermal comfort in Australian school classrooms. Building Research & Information, 43(03), 383-98.

Farnham, C, Emura, K and Mizuno, T (2015) Evaluation of cooling effects: outdoor water mist fan. Building Research & Information, 43(03), 334-45.

Gauthier, S and Shipworth, D (2015) Behavioural responses to cold thermal discomfort. Building Research & Information, 43(03), 355-70.

Hellwig, R T (2015) Perceived control in indoor environments: a conceptual approach. Building Research & Information, 43(03), 302-15.

Mavrogianni, A, Taylor, J, Davies, M, Thoua, C and Kolm-Murray, J (2015) Urban social housing resilience to excess summer heat. Building Research & Information, 43(03), 316-33.

Parkinson, T and de Dear, R (2015) Thermal pleasure in built environments: physiology of alliesthesia. Building Research & Information, 43(03), 288-301.

Teli, D, James, P A B and Jentsch, M F (2015) Investigating the principal adaptive comfort relationships for young children. Building Research & Information, 43(03), 371-82.

  • Type: Journal Article
  • Keywords:
  • ISBN/ISSN: 0961-3218
  • URL: https://doi.org/10.1080/09613218.2015.998951
  • Abstract:
    Thermal comfort surveys in school classrooms suggest that children have different thermal preferences to adults. This implies a need to revisit the current adult-based thermal comfort models. This paper investigates the principal adaptive comfort relationships that form the basis of adaptive comfort theory, using 2,693 pupil thermal sensation responses and measured classroom temperatures from surveys in two naturally ventilated school buildings. The data were examined in two steps. Firstly, each survey set, obtained over one-day visits to the schools, was examined in order to derive the relationship between indoor temperature change and comfort vote with minimum impact of adaptation. Secondly, the data set was investigated over the entire survey period in relation to the weather experienced by the pupils in order to estimate their time for adaptation to outdoor temperature changes. The analysis shows that the basic adaptive comfort relationships are valid for children. However, a difference was found for the correlation coefficients of the comfort temperature to the outdoor running mean temperature between the schools, and a mismatch between their adaptive comfort equations. It is proposed that the difference in the consistency of the weather during the tests is the main reason for this discrepancy.

Verhaart, J, Veselý, M and Zeiler, W (2015) Personal heating: effectiveness and energy use. Building Research & Information, 43(03), 346-54.