The role of tomatis sound therapy in the treatment of difficulties in reading in children with developmental dyslexia

Children with developmental dyslexia present problems in reading and other processes related to phonology aspects. Nowadays, 3–11% children and adolescent suffer from difficulties in reading and others related skills. If there are any dysfunctions in one of the pathways going to the frontal cortex (in particular pre-motor regions), then they might be reduced by stimulating the alternative pathway or by changing the kind of stimuli. One of the previous researches has shown the influence of music on the performance in a subsequent language task requiring syntax processing. Therefore music may be used as therapeutic interventions or educational practices.

Differentiating recognition for anger and fear facial expressions via inhibition of return

The goal of this study was to find out whether two negative emotions—fear and anger, known for their attention grabbing capacity-are equally prone to the detection cost or habituation of attention as measured by IOR. This study adopted the more ecological meaning of the video screenshots as target stimulus; the finding was that anger relative to fear could override the IOR effect. We discussed this differentiation according to the two cognitive systems one evolved for mastery of the natural environment, the other for purposes of social harmony in the evolutionary framework, anger poses a social/relational threat, whereas fear refers to threat that comes from the environment.

Affirming the importance of justice as a basic human need

It is a truism that justice is pre-eminently a matter of significance for everyone, no matter their current stage in the life-cycle, social circumstances or nationality. It assures personal and communal security, and is manifest in the way countries deals with crime, civil conflict and social strife within their borders or by agreement beyond.

Yet the topic is much neglected by academic and experimental psychologists, except when their professional and ethical obligations in teaching and research come into question. While the same might not be true for practising child, clinical, forensic, industrial, political and social psychologists, rarely do they address justice formally in either their practice or interprofessional discourse and the topic has yet to appear in formal course-work for their successors.

The aim of the present paper is to remedy the situation and give justice the prominence it deserves in psychological theory and practice.