Suggested visual hallucinations in and out of hypnosis

We administered suggestions to see a gray-scale pattern as colored and a colored pattern in shades of gray to 30 high suggestible and eight low suggestible students. The suggestions were administered twice, once following the induction of hypnosis and once without an induction. Besides rating the degree of color they saw in the stimuli differently, participants also rated their states of consciousness as normal, relaxed, hypnotized, or deeply hypnotized. Reports of being hypnotized were limited to highly suggestible participants and only after the hypnotic induction had been administered. Reports of altered color perception were also limited to high suggestibles, but were roughly comparable regardless of whether hypnosis had been induced. These data indicate that suggestible individuals do not slip into a hypnotic state when given imaginative suggestions without the induction of hypnosis, but nevertheless report experiencing difficult suggestions for profound perceptual alterations that are pheonomenologically similar to what they report in hypnosis.     

Developing the Sense of Agency Rating Scale (SOARS): An empirical measure of agency disruption in hypnosis

Two experiments report on the construction of the Sense of Agency Rating Scale (SOARS), a new measure for quantifying alterations to agency. In Experiment 1, 370 participants completed a preliminary version of the scale following hypnosis. Factor analysis revealed two underlying factors: Involuntariness and Effortlessness. In Experiment 2, this two factor structure was confirmed in a sample of 113 low, medium and high hypnotisable participants. The two factors, Involuntariness and Effortlessness, correlated significantly with hypnotisability and pass rates for ideomotor, challenge and cognitive items. Twelve week test–retest correlations showed that Involuntariness was highly stable, but Effortlessness only moderately stable. Analysis of the combined datasets from Experiments 1 and 2 showed both SOARS scores were significantly related to the derived factors of Woody, Barnier, and McConkey’s (2005) 4-factor model of hypnotisability. This scale clarifies conceptual confusion around agentive action and provides empirical support for a multifactorial account of sense of agency.     

Movements or targets: What makes an action in action–effect learning?

According to ideomotor theory, actions become linked to the sensory feedback they contingently produce, so that anticipating the feedback automatically evokes the action it typically results from. Numerous recent studies have provided evidence in favour of such action–effect learning but left an important issue unresolved. It remains unspecified to what extent action–effect learning is based on associating effect-representations to representations of the performed movements or to representations of the targets at which the behaviour aimed at. Two experiments were designed to clarify this issue. In an acquisition phase, participants learned the contingency between key presses and effect tones. In a following test phase, key–effect and movement–effect relations were orthogonally assessed by changing the hand–key mapping for one half of the participants. Experiment 1 showed precedence for target–effect over movement–effect learning in a forced-choice RT task. In Experiment 2, target–effect learning was also shown to influence the outcome of response selection in a free-choice task. Altogether, the data indicate that both movement–effect and target–effect associations contribute to the formation of action–effect linkages—provided that movements and targets are likewise contingently related to the effects.     

The effects of prior knowledge on children's memory and suggestibility

In this study, 5- and 6-year-olds were read a story and asked to recall its details. Two independent factors-prestory knowledge and poststory suggestions-were crossed to examine the effects on children's story recall. The results indicated that prestory social knowledge about the story protagonist as well as academic knowledge relating to the content of the story influenced the accuracy of children's recall immediately after the story presentation. Following the suggestive interview, children reported interviewer-provided social and academic misinformation to a greater extent when the misinformation was consistent with their prior knowledge. In contrast, children were more likely to refute misinformation that contradicted their academic knowledge. These findings are discussed in terms of the mechanisms underlying the knowledge-memory and knowledge-suggestibility linkages.     

Hypnosis and sociogenetic influences in human development

This paper revisits the too-long-overlooked relation between hypnosis and human development, aiming to understand hidden, yet powerful sociogenetic processes in development that are exposed in hypnosis. Hypnosis, as a process of interpersonal exchange, not only provides empirical evidence that such factors can dramatically influence intramental functioning, it also affords a glimpse of how such influences occur. Hypnosis results from common sociopsychological and interpersonal processes organized in ways that mimic key, essential features of child-caregiver involvements: interpersonal, asymmetric relationships of shared mentation for common purposes. Within these relationships of organic attunement, in both hypnosis and development, authoritative procedural directives become internalized without awareness. Hypnotic transformations of perceptions, memory, beliefs, anticipations, and behavior reveal just how powerful these relationships can be. And while the effects of hypnosis may startle, the magnitude and reach of the effects are precisely what development requires: organizing body and mind within the web of sociocultural meanings, values, and expectations.     

Anxious and nonanxious children's recall of a repeated or unique event

The current study examined 4- and 5-year-olds' memory for an event that was experienced once or was the first in a sequence of four similar events. The event was private swimming lessons for beginners that, because of natural variation in fear of water, were experienced as stressful for some children and not stressful for others. Consistent with much previous research, there was evidence that repeat-event children remembered less than did single-event children. There was some evidence for a beneficial influence of stress on resistance to suggestions. No other effects of stress were found in either the single- or repeat-event children. Implications for the debate on the influence of stress on memory and for children's testimony are discussed.     

Memory and suggestibility in maltreated children: age,stress arousal,dissociation, and psychopathology

The present study was designed to assess children's memory and suggestibility in the context of ongoing child maltreatment investigations. One hundred eighty-nine 3-17-year-olds involved in evaluations of alleged maltreatment were interviewed with specific and misleading questions about an anogenital examination and clinical assessment. For the anogenital examination, children's stress arousal was indexed both behaviorally and physiologically. For all children, individual-difference data were gathered on intellectual and short-term memory abilities, general psychopathology, and dissociative tendencies. Interviewers' ratings were available for a subset of children concerning the amount of detail provided in abuse disclosures. Results indicated that general psychopathology, short-term memory, and intellectual ability predicted facets of children's memory performance. Older compared to younger children evinced fewer memory errors and greater suggestibility resistance. Age was also significantly related to the amount of detail in children's abuse disclosures. Neither dissociation nor stress arousal significantly predicted children's memory. Implications for understanding maltreated children's eyewitness memory are discussed.     

Suggestibility effects persist after one year in children who experienced a single or repeated event

The study of long-term memory for repeated events has important implications for understanding autobiographical memory in a forensic context. Recall accuracy and suggestibility for details of an instance of a repeated event versus a single event were examined in children aged 5–6 and 7–8 years after a one-year delay. Children who reported an instance of a repeated event were more likely to report that a non-experienced detail had occurred and reported less correct information than did single-event children. After one year a significant suggestibility effect was still present. The present experiment provides further evidence for both the capabilities and limitations of children's long-term recall and reinforces the importance of non-suggestive interviews of children at all stages of investigation.     

Culture modifies the operation of prime-to-behavior effects

Culture affects the extent to which people focus on other people or on the situation in drawing inferences. Building on recent research showing that perceptions of others and situations can mediate prime-to-behavior effects, we tested whether culture would modify both the mechanism and the outcome of primed constructs on behavior. Easterners and Westerners were primed with competitiveness or cooperativeness before playing a social dilemma game with an ambiguously or unambiguously competitive player. Results indicated that the primes had different effects on the social dilemma decisions of Easterners and Westerners and that these effects were due to the different consequences the primes had for Easterners' and Westerners' perceptions of the other player and construals of the situation.     

Further insights into the relationship between the experience of life adversity and interrogative suggestibility

Research over the past few years has uncovered a consistent link between the reporting of intense negative life events and interrogative suggestibility on the Gudjonsson Suggestibility Scale (GSS). This study (N = 130) now investigates the functional form of this relationship. Findings show that a linear regression model provides the most acceptable fit to the observed values for yield 1, yield 2, shift and total suggestibility scores. However, results also show the presence of non linear, quadratic, aspects to the relationship between the experience of life adversity and yield 1 scores. Up until now GSS scores were thought to increase linearly with level of adversity experienced: this study provides some evidence that, for the yield 1 subscale of the GSS, this may not be the case – high levels of adversity may not necessarily lead to an increased risk of accepting misleading information during questioning as once presumed.     

Ideomotor effects of pitch on continuation tapping

The ideomotor principle predicts that perception will modulate action where overlap exists between perceptual and motor representations of action. This effect is demonstrated with auditory stimuli. Previous perceptual evidence suggests that pitch contour and pitch distance in tone sequences may elicit tonal motion effects consistent with listeners' implicit awareness of the lawful dynamics of locomotive bodies. To examine modulating effects of perception on action, participants in a continuation tapping task produced a steady tempo. Auditory tones were triggered by each tap. Pitch contour randomly and persistently varied within trials. Pitch distance between successive tones varied between trials. Although participants were instructed to ignore them, tones systematically affected finger dynamics and timing. Where pitch contour implied positive acceleration, the following tap and the intertap interval (ITI) that it completed were faster. Where pitch contour implied negative acceleration, the following tap and the ITI that it completed were slower. Tempo was faster with greater pitch distance. Musical training did not predict the magnitude of these effects. There were no generalized effects on timing variability. Pitch contour findings demonstrate how tonal motion may elicit the spontaneous production of accents found in expressive music performance.     

Controllability and resource dependence in automatic evaluation

Two studies addressed automaticity features of evaluative priming. In Study 1, participants could strategically eliminate and partially reverse priming effects although stimulus onset asynchrony between prime and target was short (275 ms) and time pressure considerable. In Study 2, priming effects under a concurrent memory load increased as measured working-memory capacity decreased. The results bear on the interpretation of evaluative priming as a measure of spontaneous evaluation, and they support an account of evaluative priming in terms of Stroop-like response conflict and synergy.     

Comparison between Gudjonsson Suggestibility Scale 2 (GSS2) and Bonn Test of Statement Suggestibility (BTSS) in measuring children’s interrogative suggestibility

Susceptibility of children to leading questions and interrogative pressure is an important forensic issue. The most used techniques for assessing interrogative suggestibility are the Gudjonsson Suggestibility Scales (GSS) and the Bonn Test of Statement Suggestibility (BTSS). Apart from minor differences, the two tests, investigate the same dimensions: Yield, Shift, Immediate Recall, and Total Suggestibility. In this study, to investigate correlation measures for the corresponding variables in the two tests, we individually examined 84 children from the fourth and fifth grades (44 boys and 40 girls). All the participants completed the GSS2 the BTSS-1, the Vocabulary and the Similarity subtests of the WISC-R, and Raven’s Colored Progressive Matrices. No significant gender differences were observed for any of the variables studied. Comparison between the corresponding variables for the two tests showed a positive correlation. Yield and Total Suggestibility scores correlated negatively with the three cognitive variables. We conclude that although the two suggestibility scales measure analogous variables, the BTSS seems more suitable than the GSS2 for assessing a child’s suggestibility during police and forensic interviews.     

The effects of strong belief structures on information-processing evaluations and choice

This study examined the influence of the strength of belief structures on selected aspects of the decision-making process. To examine these issues, a business-acquisition decision scenario was studied in an experiment. Subjects played the role of a CEO of an electronics firm and were asked to evaluate the attractiveness of six potential acquisition candidates and to rate various aspects of the associated decision process. We presented half the subjects with information that the belief structure of their organization was extreme, agreed upon, and clear. The other half was presented with information that there was disagreement about the belief structure and that it was more ambiguous and less extreme. The results clearly showed that the decision process is different for people who were presented with an agreed-upon, extreme, and tightly constructed belief structure when compared to those who received information reflecting a weak and loosely constructed belief structure. A strong belief structure resulted in less positive evaluations, information requested, and money allocated to explore incompatible acquisition candidates (and vice versa for a highly compatible candidate) when compared to subjects using a weak belief structure. In addition, subjects in the strong-belief condition reported that their decision process would be characterized by less doubt, less time, less difficulty, and less conflict compared to subjects in the weak-belief structure condition. Implications for both decision theory and practical decision processes are discussed.     

Theory of mind, inhibitory control, and preschool-age children's suggestibility in different interviewing contexts

The current study examined the relations among 3- to 5-year-olds' theory of mind, inhibitory control, and three measures of suggestibility: yielding to suggestive questions (yield), shifting answers in response to negative feedback (shift), and accuracy in response to misleading questions during a pressured interview about a live event. Theory of mind aided in the prediction of suggestibility about the live event, and inhibitory control was a moderator variable affecting the consistency of children's sensitivity to social pressure across situations. The findings indicate that theory of mind and inhibitory control predict children's suggestibility about a live event above and beyond yield, shift, and age and that the construct validity of shift may improve as children's inhibitory control develops.