Sbiancare un etiope. La pelle cangiante di un topos antico

The book is part of a multi-year investigation on the historical construction and representation of ethnic otherness through the use of language, and focuses on the history of the tópos expressed by the proverb Lavare/sbiancare un etiope (‘to wash an Ethiop white’), a tópos which is traceable in different languages across many centuries (and since II c. A.D.), which stays for either ‘to attempt the impossible’ or ‘to do something useless’. The research also tries to shine a light upon the cultural and social contexts in which ‘Ethiopian’ otherness have generated. Its final goal is to find out how the washing-the-Ethiopian tópos (in its verbal and iconographical forms) has become long-lasting, ductile and semantically productive key expression whose heterogeneous use not only document but also produce and fix otherness in time.

Can Rachman’s indirect pathways be used to un-learn fear? A prospective paradigm to test whether children’s fears can be reduced using positive information and modelling a non-anxious response

This study investigated whether children’s fears could be un-learned using Rachman’s indirect pathways for learning fear. We hypothesised that positive information and modelling a non-anxious response are effective methods of un-learning fears acquired through verbal information. One hundred and seven children aged 6–8 years received negative information about one animal and no information about another. Fear beliefs and behavioural avoidance were measured. Children were randomised to receive positive verbal information, modelling, or a control task. Fear beliefs and behavioural avoidance were measured again. Positive information and modelling led to lower fear beliefs and behavioural avoidance than the control condition. Positive information was more effective than modelling in reducing fear beliefs and both methods significantly reduced behavioural avoidance. The results support Rachman’s indirect pathways as viable fear un-learning pathways and supports associative learning theories.