Tomatis method stimulation: effects on student educational interpreters
Kirsten, Doret Karen
Du Toit, Ina-Mari
Du Plessis, Wynand Frederick
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This study explored the impact of the Tomatis Method of sound stimulation on student interpreters at a merged higher education institution in South Africa. Interpreters were randomly allocated to a pre-post, experimental (n=9) and non-intervention control group (n=9) (age range =19-36; ethnicity = 17 white, 1 coloured). The experimental group received sound stimulation via the Tomatis Method. Interpreting performance, personality functioning, attention/concentration and mood states were assessed. Non-parametric, statistical analysis indicated significantly enhanced interpreting technique and psychological well-being in the experimental group. Openness to feelings was enhanced in the control group but attention, concentration and memory was reduced. Replication and extension of educational interpreting across multicultural tertiary contexts and the impact of Tomatis stimulation in improving performance necessitate further study.