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document
The effects of encoding in hypnosis and post-hypnotic suggestion on academic performance . This study examined the relationship between proactive learning in hypnosis , post-hypnotic suggestion , and academic performance . Participants ( N = 56 ) were randomly assigned to a control group or a treatment group . The treatment group was hypnotized and read a passage while in hypnosis . Concurrently , they were given a post-hypnotic suggestion , which attempted to aid recognition and performance on a test immediately following the hypnosis session . Both groups completed a multiple-choice test based on the aforementioned passage . An analysis of covariance discerned the effect of proactive learning and post-hypnotic suggestion on test performance , while controlling for the variance introduced by scholastic aptitude as measured by the ACT . Results indicated that the hypnosis sessions predicted significantly impaired test performance .
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Intervention_Psychological
hypnosis , post-hypnotic suggestion
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Intervention_Control
control
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Intervention_Control
treatment
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Intervention_Psychological
hypnotized
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Intervention_Psychological
hypnosis
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Intervention_Psychological
post-hypnotic suggestion
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Intervention_Psychological
hypnosis
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Outcome_Mental
effect of proactive learning
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Outcome_Mental
post-hypnotic suggestion
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Outcome_Mental
test performance
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Outcome_Other
scholastic aptitude
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Outcome_Mental
impaired test performance
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Participant_Condition
hypnosis , post-hypnotic suggestion , and academic performance .
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Participant_Sample-size
56