Scientific Articles
Will hypnosis assist with academic performance?
The medical literature reveals a number of scientific studies that demonstrate that hypnosis is beneficial for university level study. A number of positive studies are presented that demonstrate enhanced recall, improved confidence and performance, and improved GPA.
For balance, other studies are included that demonstrate an overall improvement from hypnosis but no statistical difference in GPA. Overall, complex studies investigating human behavior tend to suffer from lack of statistical power based on inherent limitations (i.e., lack of placebo control, experimental design problems). Such is the limitation of scientific research. Nevertheless, if Myacademiczone downloads help you, for you it's 100% effective!
Wark, David (1996). Teaching college students better learning skills using self-hypnosis. American Journal of Clinical Hypnosis, 38 (4), 277-287. Keywords: active/alert hypnosis, education, memory, school, self hypnosis, training Contributor: David WArk, Retired
ABSTRACT:
Reports the effects of self-hypnosis used by 51 college students enrolled in a 10-wk course on efficient learning skills. All Ss were administered the Creative Imagination Scale (CIS). Subsequently, they learned to enter and deepen alert self-hypnosis. They gave themselves personal suggestions and then studied in hypnosis. They reported their depth of hypnosis and satisfaction with each session. Grades were collected the quarter before, during and after the course. Satisfaction and depth data indicated the Ss were involved throughout the course. Statistical testing showed that Ss who scored highest on the CIS had the lowest initial GPA, improved most during the course, and significantly increased their GPA in the quarter after.
Stanton, Harry E (1993). Using Hypnotherapy to Overcome Examination Anxiety. American Journal of Clinical Hypnosis, 35 (3), 198-204 Keywords: academic testing, anxiety, hypnosis
ABSTRACT: Eleven medical practitioners who had previously failed their fellowship examinations sought assistance in combating the anxiety that they felt had been responsible for their lack of success. They were seen individually for two, 50-minute sessions of hypnotherapeutic training designed to engender an increased confidence in their ability to overcome examination anxiety. Two outcome measures were used: the actual examination result and a face-valid attitude scale, the Examination Anxiety Thermometer. On the first of these, 10 of the 11 practitioners recorded passes, whereas on the second, 9 indicated an attitude change toward lower levels of test anxiety. Attention is drawn to the minimal expenditure of time involved in the treatment and the generalizability of the hypnotherapeutic technique to other areas of the practitioners' lives.
Hammer, Emanuel Frederick (1954). Post-hypnotic suggestion and test performance. Journal of Clinical and Experimental Hypnosis, 2, 178-185. Keywords: education, learning, memory, posthypnotic suggestion Contributor: Ernest R. Hilgard, Stanford University
ABSTRACT: No Abstract available. NOTES 1:
College students were tested in Normal and Post-hypnotic suggestion conditions, in balanced order (N-P-P-N, or P-N-N-P) but were actually hypnotized before the Normal as well as the Post-hypnotic trials (i.e. without and with post-hypnotic suggestions, with suggestions for amnesia for the events in the hypnotic state).
"Summary. The purpose of this investigation was to determine whether or not post-hypnotic suggestion can improve some aspects of hypnotizable students' application and efficiency as applied to a number of selected performances connected directly or indirectly to schoolwork. Before the post-hypnotic testing periods, each subject was given post-hypnotic suggestions of ease, confidence, motivation, and increased ability. The study consisted of a comparison of normal and post-hypnotic performances of nine subjects in the areas of motor capacity, attention and perception, association, learning and memory, speed of reading comprehension, and application of abstract ability.
To the extent to which psychomotor speed and endurance, physical fatigue, span and duration of attention, clerical performance, speed of learning (as tested by Meaningful Syllable Lists and Digit Symbol Substitution), speed of association, mental alertness, concentration, mental efficiency, application of abstract number abilities, and speed of reading comprehension are related to schoolwork, the hypothesis is supported that post-hypnotic suggestion can be of aid in hypnotizable college students' schoolwork" (p. 184).
Schumann, John H.; Holroyd, Jean; Campbell, Russell N.; Ward, Frederick A. (1978). Improvement of pronunciation under hypnosis: A preliminary study. Language Learning, 28, 143-148. Keywords: communication, education, language, training Contributor: Jean Holroyd, UCLA
ABSTRACT: This paper reports an experiment which was designed to determine whether foreign language pronunciation could be improved through hypnosis. Twenty subjects were first given the Harvard Group Scale of Hypnotizability to familiarize them with the state of hypnosis. In the second session each subject was individually tested on his/her ability to pronounce Thai words under three conditions: Baseline, Hypnosis, and Post- Hypnosis. For each experimental condition the subjects heard and repeated the stimulus items on one of three lists of 15 Thai words. The subjects' responses were later evaluated by a native Thai linguist. The results indicate that deeply hypnotized subjects (as defined by self-reported depth) performed significantly better than less well hypnotized subjects. NOTES 1:
NOTES: "Guiora (1972) suggested that pronunciation of a foreign language is more difficult than vocabulary, syntax, and grammar skills because it requires modifying a basic method of self-identification, the way one sounds. He introduced a concept of language ego, analogous to body ego" (p. 143). During hypnosis subjects were evaluated for subjective estimate of hypnotic depth by asking them to "visualize themselves on a stairway in which the top (zero) represented their normal waking state and the bottom (ten) a very very deep relaxed state of hypnosis, and to report the number of the step on which they stood" (p. 146). Thus, "it was not assumed that administration of an induction assured a hypnotized subject, nor was it assumed that subjects rated highly hypnotizable were in a deep trance at the time Thai words were being spoken" (p. 146).
Stager, Gordon L.; Lundy, Richard M. (1985). Hypnosis and the learning and recall of visually presented material. International Journal of Clinical and Experimental Hypnosis, 33, 27-39. Keywords: education, false memory, hypnotizability, imagery, learning, memory Contributor: Jean Holroyd, UCLA
ABSTRACT: To examine the effect of hypnosis on the learning and recall of visually presented material, high and low hypnotizable Ss were presented, under hypnotized or awake conditions, with a short, entertaining movie followed by questions about the movie. 2 week later Ss, hypnotized or awake, were again asked questions concerning the movie. The principal finding was that high hypnotizable Ss in the hypnotic induction condition increased accurate recall without increasing inaccurate recall. Neither hypnotizability nor hypnotic induction at learning affected recall. The major finding of the present study is that hypnosis during recall of previously learned material is facilitative, but that hypnosis during that previous learning is not.
Krippner, Stanley (1994, August). Improvement of academic skills for children and adolescents with hypnosis. [Paper] Presented at the annual meeting of the American Psychological Association, Los Angeles. Keywords: children/adolescents, education, hypnotherapy, imagery, learning, memory, school Contributor: Jean Holroyd, UCLA NOTES 1:
NOTES: Literature and research in this area are sparse, though there is clinical evidence that hypnosis is useful. My definition of hypnosis is a procedure facilitating a variety of structured goals or procedures in which a suggestion or motivation is enhanced by a mechanical device, another person, or oneself.
There are 3 areas of application in academics:
study habits
test taking
strengthening academic motivation
The hypnotist should know the specifics of academic achievement, because specific suggestions (e.g. "Imagine you are at desk focusing well for 20 minutes,") are better. Emphasis on the positive is better than negative. Use the words "imagination," "concentration," or "imagining pictures," rather than "hypnosis." I try to determine what they expect, based in part on what words they use.
In elementary school I focus on attitude and self esteem. I have them imagine reading a story, then how well they feel; that when they notice mistakes they won't be bothered because everyone makes mistakes.
For high school, I help them develop good habits for time motivation (e.g. suggestions to "make an outline to follow while you study"). At college level, I introduce self hypnosis. I make frequent use of mental imagery, at all levels--especially imagery rehearsal, in which the person is engaged in a particular activity.
In the NSF report on accelerated learning techniques (a project sponsored by the Army), Lozonov's "suggestopedia" techniques were studied. This review indicated it might enhance training effectiveness and reduce training time.
I have observed the suggestopedia classes in Bulgaria and Hungary. Classes had a relaxed comfortable learning environment. Rather than individual learning, it was group learning. It included preliminary exercises, new material, and a review of what was learned. The first stage used 2/3 of the time. Then suggestions were given by the teacher to promote learning. The presentation phase took one third of the time. The method encourages students to make mental images of the material. In foreign language classes, people take on new roles.
Ovens, H.; Talbot, Y.; Harris, F.; Newman, B. (1990). Hypnosis training enhances communication skills. Medical Teacher, 12 (3-4), 357-361. Keywords: communication, education, medical, training Contributor: Jean Holroyd, UCLA NOTES 1:
NOTES: Found in a controlled study that family medicine residents who went through an introductory hypnosis workshop made more comments on their patients' nonverbal behavior, helping to reveal a patient's hidden agenda.
Palan, B.M.; Chandwani, S. (1989). Coping with examination stress through hypnosis: An experimental study. American Journal of Clinical Hypnosis, 31, 173-180. Keywords: education, group hypnosis, outcome, performance, school, stress, suggestion Contributor: Jean Holroyd, UCLA
ABSTRACT: Fifty-six volunteer medical students participated in three groups balanced for number of subjects, performance at last examination, and hypnotizability. The hypnosis and waking groups attended eight group sessions once a week with general ego- strengthening and specific suggestions for study habits, with a ninth session of age progression and mental rehearsal. Subjects in these two groups practiced self-suggestions (in self-hypnosis or waking respectively) daily for the study period of 9 weeks. The control group experienced sessions of passive relaxation induced by light reading for the same period of time. The hypnosis group improved significantly in coping with examination stress, but there was no significant change in performance on examinations by any of the groups.
Cole, Randy D. (1979). Use of hypnosis in a course to increase academic and test-taking skills. International Journal of Clinical and Experimental Hypnosis, 27 (1), 21-28. Keywords: education, learning, memory Contributor: Ernest R. Hilgard, Stanford University
ABSTRACT: The present study was undertaken to provide additional information on the effects of hypnosis on academic and test-taking skills. Previous research indicated inconclusive results with inadequate experimental design and statistical methodology. The present study used an experimental research design with appropriate statistical analysis. Ss were 93 college students and treatment was administered by pre-recorded cassette tapes over a 4-week period during regular class time. Tapes consisted of hypnotic and waking suggestions related to course content and general academic skills. Results indicated hypnotic and waking suggestions did not faciltate academic skill learning significantly more than class curriculum alone. Pre-post comparisons did indicate significant improvement by all groups on reading, writing, study skills, and spelling variables.
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