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dc.contributor.authorKirsten, Doret Karen
dc.contributor.authorDu Toit, Ina-Mari
dc.contributor.authorDu Plessis, Wynand Frederick
dc.date.accessioned2012-10-30T12:19:51Z
dc.date.available2012-10-30T12:19:51Z
dc.date.issued2011
dc.identifier.citationDuToit, I-M. et al. 2011. Tomatis method stimulation: effects on student educational interpreters. Journal of psychology in Africa, 21(2):257-266. [http://www.elliottfitzpatrick.com/jpa.html ]en_US
dc.identifier.issn1433-0237
dc.identifier.issn1815-5626 (Online)
dc.identifier.urihttp://hdl.handle.net/10394/7667
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherElliott & Fitzpatricken_US
dc.subjectSimultaneous interpretingen_US
dc.subjectpsychological well-beingen_US
dc.subjectTomatis methoden_US
dc.subjectsound stimulationen_US
dc.titleTomatis method stimulation: effects on student educational interpretersen_US
dc.typeArticleen_US
dc.contributor.researchID10205128 - Kirsten, Doret Karen
dc.contributor.researchID20043295 - Du Toit, Ina-Mari


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