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International audience; SummaryObjectivesTo determine the quantitative effects of an Tomatis auditory stimulation method using of clinical measures of hearing and cognitive P300 evoked potentials.MethodSeventeen patients were included in this study. Nine patients received 100 non-consecutive hours of auditory stimulation, in the form of a personalized program. Eight control subjects did not receive any auditory stimulation. The patients were subjected to a listening test and cognitive auditory MMN (Mismatch Negativity) and P300 evoked potentials test before and after stimulation. The control group was subjected to two distant listening tests (without any interim auditory stimulation). The average time between the two tests was quite similar to that of the patient group. The clinical effects of this form of auditory stimulation were ascertained on the basis of a multiple-choice questionnaire. ResultsThe listening test shows a significant improvement in the reduction in the difference between bone conduction and air conduction in the left ear. The amplitude of the MMN was reduced during the second session - which goes hand in hand with increased latency - and that the reaction times were shorter. We observe a significant decrease in N1/P2 amplitude at the P300 evoked potential. It was also found that a clear and moderate clinical improvement in patients.ConclusionThe electrophysiological and hearing measures have been improved significantly in the subjects who received auditory stimulation. To eliminate possible sampling fluctuations or the effect of habituation to the test, they will need to be confirmed on a wider scale. Clinical improvements in patients who received auditory stimulation were observed. However, the correlation between these clinical improvements and the variations in the measuring tests were not examined. Progressive monitoring of the effects of this rehabilitation on the basis of a validated psychometric scale ought to be considered.

The literature on psychological well-being indicates that high levels of psychological well-being encourage a psychological loop that reinforces itself, lifting an individual on an 'upward spiral' of continued psychological flourishing, which may contribute to positive human functioning. In addition, the literature suggests that effective intervention can raise the levels of psychological well-being. There are features inherent in the training of student pianists that can contribute to their psychological vulnerability, especially with regard to self-concept and anxiety. Therefore, they can benefit from an intervention that may raise their level of psychological well-being, thus contributing to their resilience in coping with the challenges presented by their training as well as their piano performance. Clinical observations as well as research indicate that the Tomatis Method can enhance psychological well-being and improve academic functioning. Furthermore, Tomatis' theories and observations suggest that this programme can also enhance music performance, especially with regard to self-listening skills. However, although Tomatis indicates that he observed the same results with instrumentalists as with singers, his writings mostly refer to singers. Except for a single case study by Madaule in 1976, there seems to be no other scientific evidence that the Tomatis Method has benefited student pianists. Therefore, the purpose of this exploratory study was to investigate the effect of the Tomatis Method on student pianists' psychological well-being and piano performance. The empirical study consisted of a two-group pre-post assessment mixed-method design, involving thirteen 2nd year to postgraduate student pianists from the School of Music and Conservatory, of the North-West University (Potchefstroom Campus). These students were randomly assigned to an experimental group (n = 7) which was exposed to the Tomatis Listening Programme, and a non-intervention control group (n = 6). Quantitative data were obtained by means of a battery of tests, which included self-report inventories regarding psychological well-being and music performance anxiety, as well as scales regarding piano performance. The levels of the participants' psychological well-being were measured with the Scales of Psychological Well-Being (Ryff, 1989), the Affectometer 2 (Kammann & Flett, 1983), and the Profile of Mood States (Mc Nair et al., 1992). Participants' levels of music performance anxiety were measured with the Music Performance Anxiety Inventory for Adolescents (Osborne & Kenny, 2005), and the Kenny Music Performance Anxiety Inventory (Kenny et al., 2004). The quality of the students' piano performances was assessed by means of a general impression expressed as a percentage, Mills' constructs (1987) for the assessment of music performance, and Piano Performance Rating Scale (PPRS) which was developed for this study. Qualitative data were acquired by means of interviews, group discussions, projective drawings, written reports, personal observations and the Tomatis Listening Test Results indicated improvement regarding some aspects related to student pianists' psychological well-being and piano performance. Further research with regard to these aspects is required. Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.

Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010. The literature on psychological well-being indicates that high levels of psychological well-being encourage a psychological loop that reinforces itself, lifting an individual on an 'upward spiral' of continued psychological flourishing, which may contribute to positive human functioning. In addition, the literature suggests that effective intervention can raise the levels of psychological well-being. There are features inherent in the training of student pianists that can contribute to their psychological vulnerability, especially with regard to self-concept and anxiety. Therefore, they can benefit from an intervention that may raise their level of psychological well-being, thus contributing to their resilience in coping with the challenges presented by their training as well as their piano performance. Clinical observations as well as research indicate that the Tomatis Method can enhance psychological well-being and improve academic functioning. Furthermore, Tomatis' theories and observations suggest that this programme can also enhance music performance, especially with regard to self-listening skills. However, although Tomatis indicates that he observed the same results with instrumentalists as with singers, his writings mostly refer to singers. Except for a single case study by Madaule in 1976, there seems to be no other scientific evidence that the Tomatis Method has benefited student pianists. Therefore, the purpose of this exploratory study was to investigate the effect of the Tomatis Method on student pianists' psychological well-being and piano performance. The empirical study consisted of a two-group pre-post assessment mixed-method design, involving thirteen 2nd year to postgraduate student pianists from the School of Music and Conservatory, of the North-West University (Potchefstroom Campus). These students were randomly assigned to an experimental group (n = 7) which was exposed to the Tomatis Listening Programme, and a non-intervention control group (n = 6). Quantitative data were obtained by means of a battery of tests, which included self-report inventories regarding psychological well-being and music performance anxiety, as well as scales regarding piano performance. The levels of the participants' psychological well-being were measured with the Scales of Psychological Well-Being (Ryff, 1989), the Affectometer 2 (Kammann & Flett, 1983), and the Profile of Mood States (Mc Nair et al., 1992). Participants' levels of music performance anxiety were measured with the Music Performance Anxiety Inventory for Adolescents (Osborne & Kenny, 2005), and the Kenny Music Performance Anxiety Inventory (Kenny et al., 2004). The quality of the students' piano performances was assessed by means of a general impression expressed as a percentage, Mills' constructs (1987) for the assessment of music performance, and Piano Performance Rating Scale (PPRS) which was developed for this study. Qualitative data were acquired by means of interviews, group discussions, projective drawings, written reports, personal observations and the Tomatis Listening Test Results indicated improvement regarding some aspects related to student pianists' psychological well-being and piano performance. Further research with regard to these aspects is required. Masters

Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2001. This study investigates the impact of Audio-psycho-phonology (APP), a process of hearing stimulation by means of a devise called the Electronic Ear, as an aid to second language (L2) pronunciation training. The outcomes of APP and traditional pronunciation training on the vowel perception L 1 Zulu-speakers who use English as a business language were explored. This group was chosen because intelligible pronunciation is important in their designations. Perception of English vowels was isolated as a base for testing. Pre- and post testing of vowel perception indicates that APP did not have a significant impact as an aid to pronunciation training. A post hoc attitude assessment, conducted amongst the business community, yielded interesting results regarding the connection between pronunciation and language attitudes. Masters

Thesis (MA (Clinical Psychology))--PU for CHE, 1998. Page 77 and page 167 missing. The aim of the study was to present and evaluate an Audio-Psycho-Phonological (APP) programme regarding the improvement of listening skills, intrapsychic and interpersonal functioning, and psychological well-being in a group of undergraduate Psychology students. As potential helpers they are required to develope their communication skills, and thus the investigation could explore the communication enrichment potential of APP, especially within a salutogenic framework. In the literature survey Antonovsky's salutogenic paradigm with its emphasis on enhanchement of psychological well-being was outlined and subsequently the concept of psychological enrichment. Within this context, APP was discussed in terms of Tomatis' theoretical assumptions and research findings and especially in terms of the process of hearing/listening education. Stimulation of the listening function by means of the Electronic Ear presupposes that the individual will progressively utilize his/her listening potential, and concomitantly experience physiological, psychological and cognitive changes associated with enhanced communication. In the experimental investigation a two group, pre-post-and follow-up testing design was used. An availability sample (n=32) of undergraduate Psychology students of the PU for CHE was solicited and assigned to an experimental (n=18) and control group (n=14) on the basis of student choice. The experimental group participated in the APP enrichment programme and completed a total of 60 half hour sessions of sound stimulation, including regular sessions of individual counseling. The post-testing was conducted approximately one week after completion of the programme. Follow-up testing took place after three months. Finally, a brief post follow-up evaluation was conducted 7 months after completion of the programme. The test battery included the following: Biographical Questionnaire, Listening test, Personal Orientation Inventory (POI}, Revised NEO Personality Inventory (NEO PI-R), Social Skills Inventory (SSI), Fundamental Interpersonal Relations Orientation (FIRO-B), Friend Evaluation Questionnaire, Satisfaction with Life Scale (SWLS), Affectometer 2 (AFM) and Sense of Coherence Scale (SOC). Since participation in the project was based on an availability sample, the statistical analysis was not aimed at determining the significance of differences in terms of p-values, but at establishing the level of practical significance in terms of mean differences between groups, as computed by means of Cohen's ct-statistic (effect size). In addition reliability indexes were determined for the main measurements in terms of Cronbach alpha's. The results of the psychometric assessment confirmed satisfactorily reliability indices. Futhermore, the findings confirmed some practically significant improvements on the Listening Test as well as a number of tendencies towards listening enrichment which were consolidated during the follow-up assessment. Thus the APP enrichment programme resulted in practically significant improvements of listening aptitude which were maintained after three months. It also emerged that the programme resulted in tendencies towards improved intrapsychic functioning as well as improved interpersonal relationships, confirmed by the best friend. Though the questionnaire findings were limited to tendencies towards psychological enrichment, it surprizingly included psychological well-being, as evidenced by a markedly increased sense of coherence, unfortunately not maintained at follow-up. It was finally concluded that the results underscored both the demonstrated enrichment potential of APP, and that optimal enrichment effects were probably obscured by methodological deficits. Recommendations included that APP's optimal enrichment effects could only be elucidated by an expanded sound stimulation programme of 90 sessions, combined with an explicit salutogenic enrichment climate, including individual enrichment objectives as the basis of structured researcher-participant interaction. Masters