The application of hypnosis in the learning situation

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1976

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Abstract

Twelve Ss highly susceptible to hypnosis were tested on a paired-associate learning task. The hypnosis and TMI variables were combined to form the following groups: (a) hypnosis, (b) no hypnosis, (c) task motivational instructions, and (c) no task motivational instructions. Ss were evenly divided into the four conditions. The findings suggest hypnosis per se to be an effective tool for improving cognitive proficiency. Those Ss exposed to hypnosis performed more accurately and rapidly on the learning task. A small effect was also observed for TMI. Results were interpreted in terms of a motivational theory of hypnosis.

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