We explore a new distinction between the future, prospective memory system being investigated in current neuroscience and the past, retrospective memory system, which was the original theoretical foundation of therapeutic hypnosis, classical psychoanalysis, and psychotherapy. We then generalize a current evolutionary theory of sleep and dreaming, which focuses on the future, prospective memory system, to conceptualize a new evolutionary perspective on therapeutic hypnosis and brief psychotherapy. The implication of current neuroscience research is that activity-dependent gene expression and brain plasticity are the psychobiological basis of adaptive behavior, consciousness, and creativity in everyday life as well as psychotherapy. We summarize a case illustrating how this evolutionary perspective can be used to quickly resolve problems with past obstructive procrastination in school to facilitate current and future academic success.

Am J Clin Hypn. 2008 Apr;50(4):343-50. Rossi E, Erickson-Klein R, Rossi K. Ernest@ErnestRossi.com

This study examined age differences in children's vulnerability to be misled by two types of false overheard rumors, namely a rumor that suggested a reasonable explanation for an earlier unresolved experience and a rumor that suggested an explanation that conflicted with information already in memory. Results indicated that all of the children were highly susceptible to wrongly report the rumor as an actual experience when it merely filled a gap in memory. However, the 5- and 6-year-olds were better able than the 3- and 4-year-olds to resist the rumor when it suggested a conflicting explanation for a past event. Developmental changes in children's understanding of conflicting mental representations were linked to their ability to resist being misled by the conflicting rumor.

J Exp Child Psychol. 2007 Sep;98(1):1-19. Principe GF, Tinguely A, Dobkowski N. Department of Psychology, Ursinus College, Collegeville, PA 19426, USA. gprincipe@ursinus.edu

Every therapeutic strategy and system teach us the philosophy of the treatment system to the patient, but often this teaching is subliminal and the philosophical impact must be seen as "implanted philosophy", which gives distorted interpretations of past events called "implanted memories". Based on the understanding of the connection between "implanted memory" and "implanted philosophy" we have developed a strategy for avoiding implanting memories arising from one of the seven most common causes of implanted memories in psychodynamic therapy: 1) Satisfying own expectancies, 2) pleasing the therapist, 3) transferences and counter transferences, 4) as source of mental and emotional order, 5) as emotional defence, 6) as symbol and 7) from implanted philosophy. Freud taught us that child sexuality is "polymorphously perverted", meaning that all kinds of sexuality is present at least potentially with the little child; and in dreams consciousness often go back to the earlier stages of development, potentially causing all kinds of sexual dreams and fantasies, which can come up in therapy and look like real memories. The therapist working with psychodynamic psychotherapy, clinical holistic medicine, psychiatry, and emotionally oriented bodywork, should be aware of the danger of implanting philosophy and memories. Implanted memories and implanted philosophy must be carefully handled and de-learned before ending the therapy. In conclusion "clinical holistic medicine" has developed a strategy for avoiding implanting memories.

ScientificWorldJournal. 2007 Sep 17;7:1579-89. Ventegodt S, Kandel I, Merrick J. Quality of Life Research Center, Teglgårdstraede 4-8, DK-1452 Copenhagen K, Denmark. ventegodt@livskvalitet.org

This study investigated the influence of hypnotic emotional inhibition on emotional response to and recall of emotional features of autobiographical memories. Twenty-nine high hypnotizable participants were administered a hypnotic induction and either emotional suppression or control instructions and then were asked to recall a personal distressing or neutral autobiographical memory. Dependent variables included self-reported emotion, EMG corrugator muscle activity, and use of affective descriptors in autobiographical memories. Participants in the suppression condition displayed less emotional responsivity on self-report and EMG corrugator muscle activity than other participants during recall of the distressing memory. In contrast, emotional suppression did not influence the use of affective descriptors in the content of personal memories. These findings point to the capacity for hypnotic emotional inhibition to differentially influence affective and semantic components of the emotional response.

Int J Clin Exp Hypn. 2007 Oct;55(4):426-34. Bryant RA, Fearns S. School of Psychology, University of New South Wales, Sydney, Australia. r.bryant@unsw.edu.au

Participants were administered a standard tape-recorded version of the Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHS:A) and then a modified version of the HGSHS:A response booklet that asked each participant to report which suggested behaviors they performed during the procedures. These response booklets were altered to include 3 additional suggestions not offered during the hypnotic procedures. Half the participants were administered the questions in the response booklet in the standard format ("I performed the suggested behavior" versus "I did not perform the suggested behavior"). The remaining participants were offered a third alternative to each question ("I do not remember this occurring"). As predicted, participants offered the 3rd alternative were significantly less likely to report performing actions that were never suggested during the procedures. Further, these participants reported performing fewer suggested behaviors (i.e., reported passing fewer of the true Harvard items) than participants in the standard 2-alternative condition.

Int J Clin Exp Hypn. 2008 Apr;56(2):198-213. Eisen ML, Oustinovskaya M, Kistorian R, Morgan DY, Mickes L. California State University, Los Angeles, California, USA.

Older adults' susceptibility to misinformation in an eyewitness memory paradigm was examined in two experiments. Experiment 1 showed that older adults are more susceptible to interfering misinformation than are younger adults on two different tests (old-new recognition and source monitoring). Experiment 2 examined the extent to which processes associated with frontal lobe functioning underlie older adults' source-monitoring difficulties. Older adults with lower frontal-lobe-functioning scores on neuropsychological tests were particularly susceptible to false memories in the misinformation paradigm. The authors' results agree with data from other false memory paradigms that show greater false recollections in older adults, especially in those who scored poorly on frontal tests. The results support a source-monitoring account of aging and illusory recollection.

J Exp Psychol Learn Mem Cogn. 2007 Mar;33(2):321-34. Roediger HL 3rd, Geraci L. Department of Psychology, Washington University in St. Louis, St. Louis, MO 63130-4899, USA. roediger@wustl.edu

Sixty-one participants from the community participated in a randomised controlled trial of group debriefing to assess the effect of this intervention upon memory for a stressful event. Participants were randomly allocated to one of three groups: debriefing; debriefing with an experimenter confederate present (who supplied three pieces of misinformation to the group regarding the stressful event); and a no-treatment control. All groups were shown a very stressful video and were again reviewed after 1 month. Members of the debriefing group where a confederate provided misinformation were more likely to recall this misinformation as fact than members of the other two groups. The debriefing group was also more accurate in their recall of peripheral content than the confederate group. Across all groups, participants were found to be more accurate at central rather than peripheral recall yet more confident for incorrect memories of the video than correct memories.

Behav Res Ther. 2007 Jun;45(6):1245-54. Devilly GJ, Varker T, Hansen K, Gist R. Brain Sciences Institute, Swinburne University, PO Box 218, Hawthorn, Vic. 3122, Australia. gdevilly@swin.edu.au

Research in semantic word list-learning paradigms suggests that presentation modality during encoding may influence word recognition at test. Given these findings, it is argued that some previous misinformation effect research might contain methodologies which are problematic. Misleading information groups typically receive erroneous information in written narratives, which may be further impeded by written tests. Results may therefore be explained by misinformation or encoding specificity. In two experiments, participants received restated, neutral, and misleading post-event information through auditory or written modalities. Participants' recognition and recall of critical details about the source event were tested. In a recognition test using the standard testing procedure, there were no condition differences for post-event information presented via an auditory modality. However, for post-event information presented in the text modality, recognition performance was more accurate for restated information relative to neutral information, which in-turn was better than the misled condition. Using the modified testing procedure, the differences were again limited to the text condition. Better performance was evident in the restated condition relative to the average of the neutral and the misled conditions, and there was no difference in performance between the neutral and the misled conditions. Using a recall test, however, there was no effect of modality. Memory was significantly better for restated information than for the average of the neutral and the misled conditions and poorer in the misled condition relative to the neutral condition. Results are discussed in terms of the effects of contextual cues at test, and methodological and interpretational limitations associated with previous research.

Br J Psychol. 2007 Aug;98(Pt 3):485-98. Campbell JM, Edwards MS, Horswill MS, Helman S. School of Psychology, University of Queensland, Australia. justinec@psy.uq.edu.au

We examined whether false images and memories for childhood events are more likely when the event supposedly took place during the period of childhood amnesia. Over three interviews, participants recalled six events: five true and one false. Some participants were told that the false event happened when they were 2 years old (Age 2 group), while others were told that it happened when they were 10 years old (Age 10 group). We compared participants' reports of the false event to their reports of a true event from the same age. Consistent with prior research on childhood amnesia, participants in the Age 10 group were more likely than participants in the Age 2 group to remember their true event and they reported more information about it. Participants in the Age 2 group, on the other hand, were more likely to develop false images and memories than participants in the Age 10 group. Furthermore, once a false image or memory developed, there were no age-related differences in the amount of information participants reported about the false event. We conclude that childhood amnesia increases our susceptibility to false suggestion, thus our results have implications for court cases where early memories are at issue.

Memory. 2008;16(5):475-84. Strange D, Wade K, Hayne H. University of Otago, Dunedin, New Zealand. deryn@psy.otago.ac.nz

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.

J Exp Child Psychol. 2007 Oct;98(2):94-112. Price HL, Connolly DA. Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada V5A 1S6. heather.prince@uregina.ca

Relationships between recall of low and high imagery paired-associate (P-A) words and hypnotic susceptibility, and the influence of hypnosis on recall as moderated by hypnotic level were examined. Subjects were assessed on 2 hypnotic susceptibility scales [Harvard Group Scale of Hypnotic Susceptibility; Stanford Hypnotic Susceptibility Scale, Form C (SHSS:C)]. Forty-one low (0-4 SHSS:C) and 41 highly (9-12 SHSS:C) hypnotizable college students were assigned to 1 of 4 experimental groups: waking-hypnosis, hypnosis-waking, waking-waking, or hypnosis-hypnosis. Recall was significantly better for high than low imagery words. In the more sensitive within-subjects design, high hypnotizables recalled more P-A words during hypnosis than waking, and lows did not differ. In the between-subjects design, hypnotic level was not a moderator of performance during hypnosis. Low hypnotizables recalled more words in the within-subjects design. Visualization ability was a poor moderator of imagery-mediated learning. High imagery recall correlated significantly with Marks's (1973) Vividness of Visual Imagery Questionnaire (.25) and Paivio and Harshman's (1983) Individual Differences Questionnaire (IDQ) Verbal scale (.29), but not with the IDQ Imagery scale, the Mental Rotations Test (Vandenberg & Kuse, 1973), or the revised Minnesota Paper Form Board Test (Likert & Quasha, 1941).

Am J Psychol. 1996 Fall;109(3):353-72. Crawford HJ, Allen SN. Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg 24061-0436, USA. HJC@VT.EDU

Retrospective analyses of data from the authors' program of research on hypnosis and memory are presented, with special emphasis on effects observed among low hypnotizable individuals. In Experiment 1, participants completed seven forced-recall trials in an attempt to remember a series of pictures that had been shown 1 week earlier. For half the participants, the middle five trials were carried out using hypnotic procedures; the remaining participants performed all recall attempts in a motivated waking condition. Hypnosis failed to enhance correct recall for either high or low hypnotizable participants beyond the hypermnesia and reminiscence effects associated with repeated retrieval attempts over time. However, whereas high hypnotizable participants produced substantial numbers of confident recall errors (i.e., intrusions) independent of the use of hypnosis, low hypnotizable participants exposed to hypnotic procedures reported significantly more intrusions than their counterparts in the waking condition. In Experiment 2, participants were asked to identify whether specific recollections, reported during two forced-interrogatory recall tests conducted 1 week earlier, had originated in the first or second of those tests. A general bias to misattribute previously reported recollections to the first of two recall occasions was observed; however, the effect was greatest among low hypnotizables who had undergone the second recall attempt in hypnosis. The findings imply that highly hypnotizable individuals are not unique in their vulnerability to distortions of memory induced by hypnotic techniques. Individuals of lesser hypnotic capacity also manifest memory alterations when exposed to such procedures.

Int J Clin Exp Hypn. 1996 Oct;44(4):354-69. Orne EC, Whitehouse WG, Dinges DF, Orne MT. University of Pennsylvania School of Medicine, USA.

Visual memory recall in hypnosis was investigated. To address criterion shift problems in previous studies, both forced and non-forced recall procedures were used. Previous methodological weaknesses with regard to hypnotizability and hypnotic depth were also addressed. Over 300 volunteers were screened for hypnotizability using the Harvard Group Scale of Hypnotic Susceptibility: Form A (Shor & Orne, 1962). Final high and low hypnotizability groups were selected using the Stanford Hypnotic Susceptibility Scale: Form C (Weitzenhoffer & Hilgard, 1962). Participants in each hypnotizability group were randomly assigned to either forced or non-forced recall conditions and to hypnosis or waking conditions. Participants were shown 60 slides of line drawings and then tested immediately in 3 recall periods. Analysis of variance results showed that those exposed to hypnosis and to a forced recall procedure were significantly more confident of their responses to correct items than those exposed to a non-forced recall procedure or a waking condition. Participants exposed to hypnosis and forced recall procedures recalled more correct items than those exposed to a waking condition. The findings support the hypermnesic effects of hypnosis when participants are required to provide a fixed number of responses.

Am J Clin Hypn. 1998 Apr;40(4):297-305., Fligstein D, Barabasz A, Barabasz M, Trevisan MS, Warner D., Hypnosis Laboratory, Washington State University, Pullman 99164-2136, USA.

Two groups of participants, one susceptible to posthypnotic amnesia (PHA) and the other not, viewed a movie. A week later, they underwent hypnosis in the fMRI scanner and received a suggestion to forget the movie details after hypnosis until receiving a reversal cue. The participants were tested twice for memory for the movie and for the context in which it was shown, under the posthypnotic suggestion and after its reversal, while their brain was scanned. The PHA group showed reduced memory for movie but not for context while under suggestion. Activity in occipital, temporal, and prefrontal areas differed among the groups, and, in the PHA group, between suggestion and reversal conditions. We propose that whereas some of these regions subserve retrieval of long-term episodic memory, others are involved in inhibiting retrieval, possibly already in a preretrieval monitoring stage. Similar mechanisms may also underlie other forms of functional amnesia.

Neuron. 2008 Jan 10;57(1):159-70., Mendelsohn A, Chalamish Y, Solomonovich A, Dudai Y., Department of Neurobiology, The Weizmann Institute of Science, Rehovot, Israel.

You have always heard that "practice makes perfect." Have you wondered why? It might just be related to the synaptic plasticity of the brain. How many times does a thought need to be repeated before it becomes sufficient hard wired into the brain?

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In this EEG study we sought to examine the neuronal underpinnings of short-term plasticity as a top-down guided auditory learning process. We hypothesized, that (i) auditory imagery should elicit proper auditory evoked effects (N1/P2 complex) and a late positive component (LPC). Generally, based on recent human brain mapping studies we expected (ii) to observe the involvement of different temporal and parietal lobe areas in imagery and in perception of acoustic stimuli. Furthermore we predicted (iii) that temporal regions show an asymmetric trend due to the different specialization of the temporal lobes in processing speech and non-speech sounds. Finally we sought evidence supporting the notion that short-term training is sufficient to drive top-down activity in brain regions that are not normally recruited by sensory induced bottom up processing. Methods: 18 non-musicians partook in a 30 channels based EEG session that investigated spatio-temporal dynamics of auditory imagery of "consonant-vowel" (CV) syllables and piano triads. To control for conditioning effects, we split the volunteers in two matched groups comprising the same conditions (visual, auditory or bimodal stimulation) presented in a slightly different serial order. Furthermore the study presents electromagnetic source localization (LORETA) of perception and imagery of CV- and piano stimuli. Results: Our results imply that auditory imagery elicited similar electrophysiological effects at an early stage (N1/P2) as auditory stimulation. However, we found an additional LPC following the N1/P2 for auditory imagery only. Source estimation evinced bilateral engagement of anterior temporal cortex, which was generally stronger for imagery of music relative to imagery of speech. While we did not observe lateralized activity for the imagery of syllables we noted significantly increased rightward activation over the anterior supratemporal plane for musical imagery. Conclusion: Thus, we conclude that short-term top-down training based auditory imagery of music and speech prompts involvement of distinct neural circuits residing in the perisylvian cortex.

Restor Neurol Neurosci. 2007;25(3-4):411-31. Meyer M, Elmer S, Baumann S, Jancke L. Institute of Neuroradiology, University Hospital of Zurich, Switzerland.

This overview surveys the new optimism about the aging mind/brain, focusing on the potential for self-regulation practices to advance research in stress-protection and optimal health. It reviews recent findings and offers a research framework. The review links the age-related biology of stress and regeneration to the variability of mind/brain function found under a range of conditions from trauma to enrichment. The framework maps this variation along a biphasic continuum from atrophic dysfunction to peak performance. It adopts the concept of allostatic load as a measure of the wear-and-tear caused by stress, and environmental enrichment as a measure of the use-dependent enhancement caused by positive reinforcement. It frames the dissociation, aversive affect and stereotyped reactions linked with stress as cognitive, affective and behavioral forms of allostatic drag; and the association, positive affect and creative responses in enrichment as forms of allostatic lift. It views the human mind/brain as a heterarchy of higher intelligence systems that shift between a conservative, egocentric mode heightening self-preservation and memory; and a generative, altruistic mode heightening self-correction and learning. Cultural practices like meditation and psychotherapy work by teaching the self-regulation of shifts from the conservative to the generative mode. This involves a systems shift from allostatic drag to allostatic lift, minimizing wear-and-tear and optimizing plasticity and learning. For cultural practices to speed research and application, a universal typology is needed. This framework includes a typology aligning current brain models of stress and learning with traditional Indo-Tibetan models of meditative stress-cessation and learning enrichment.

Ann N Y Acad Sci. 2007 Sep 28 Loizzo JJ. Nalanda Institute, 16 East 65th Street, New York, New York, 10021, United States; Complementary & Integrative Medicine, Weill-Cornell Medical College, 525 East 68th Street, New York, New York, 10021, United States.

The current study addressed how the timing of interviews affected children's memories of unique and repeated events. Five- to six-year-olds (N=125) participated in activities 1 or 4 times and were misinformed either 3 or 21 days after the only or last event. Although single-experience children were subsequently less accurate in the 21- versus 3-day condition, the timing of the misinformation session did not affect memories of repeated-experience children regarding invariant details. Children were more suggestible in the 21- versus 3-day condition for variable details when the test occurred soon after misinformation presentation. Thus, timing differentially affected memories of single and repeated events and depended on the combination of event-misinformation and misinformation-test delays rather than the overall retention interval.

Child Dev. 2007 Jul-Aug;78(4):1137-52. Roberts KP, Powell MB. Wilfrid Laurier University, Department of Psychology, Waterloo, Ontario, Canada. kroberts@wlu.ca

Assigned hypnotizable (N = 56) and simulating Ss (N = 44) to 1 of 4 conditions: heard a phone ring and conversation, received a suggestion to hear a phone ring and conversation, received a suggestion and heard a phone ring and conversation, or neither heard a phone nor received a suggestion. Hypnotizable Ss successfully discriminated objective events from suggested sources of input. When Ss received a suggestion to hear a phone ring, only 11.5% indicated it actually rang in their open-ended reports; in response to a forced-choice question, none did so. In spontaneous reports, none of the hypnotizable Ss who heard a phone ring indicated it was suggested; only one did so in response to a forced-choice item (vs. 2 simulators). In the no-phone/no-suggestion condition, more simulators than hypnotizable Ss indicated that a phone rang or was suggested.

J Abnorm Psychol. 1989 May;98(2):137-44

High hypnotizable (n = 23) and low hypnotizable simulating (n = 13) subjects received pseudomemory suggestions. High hypnotizable and low hypnotizable simulating subjects were equally likely to pass the target noise suggestion during hypnosis and were also equally likely (high hypnotizables, 47.83%; low hypnotizable simulators, 64.29%) to report pseudomemories when tested for pseudomemory after instructions to awaken. As in previous research with task-motivated subjects, pseudomemory rate (high hypnotizables, 47.48%; low hypnotizable simulators, 46.15%) was not reduced by informing subjects that they could distinguish fantasy and reality in a nonhypnotic state of deep concentration. At final inquiry, after deep concentration, high hypnotizable and low hypnotizable simulating subjects' pseudomemories remained comparable (43.48% and 38.46%, respectively). Unlike previous research, high hypnotizable subjects did not report more unsuggested noises and more pseudomemories of novel sounds than did awake low hypnotizable simulating subjects. Pseudomemory reports were generally consistent with subjects' ratings of whether the hypnotist expected them to believe the sounds were real or imagined.

Psychology Department, Ohio University, Athens 45701.

Int J Clin Exp Hypn. 1994 Apr;42(2):118-29.

Contrary to predictions, the pseudomemory rate of subjects who received prehypnotic information that hypnosis increased recall was indistinguishable from the pseudomemory rates of subjects who received information that hypnosis did not increase recall and of subjects who received no specific prehypnotic information. Indeed, by the last recall trial, none of the 47 subjects exhibited pseudomemory. Subjects exhibited faulty memory of events that actually occurred (i.e., pencils spilling), and were as uncertain of events that actually occurred, as they were of suggested events that did not occur during the session (telephone ringing). Subjects were generally consistent in their certainty, or lack of it, across events. Finally, subjects led to believe that hypnosis is an altered state of consciousness were less aware of external events, and had the lowest rate of recall of target suggestions compared with subjects in the comparison groups.

Psychology Department, Ohio University, Athens 45701.

J Pers Soc Psychol. 1991 Feb;60(2):318-26

by Brian Walsh, Ph.D.

Let's spend a few moments identifying things in your life that may hinder your progress. What follows are many of the sources of poor memory and learning. These work against your best interests.

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by Brian Walsh, Ph.D.

You can significantly enrich your learning by incorporating the following building blocks.

1. Prepare & Organize

Define your goal as outlined above. In Stephen Covey's book, The 7 Habits of Highly Effective People, his second habit is to begin with the end in mind.

Identify your barriers and create a strategy to eliminate them. If you have a challenge finding barriers, review my article Be Aware of Obstructions to Your Learning.

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by Brian Walsh Ph.D.

It is important to write down your goals, since that action imprints them on your brain. Before writing your goals, identify what price you are willing to pay to achieve them. These may be material, emotional, or spiritual. At some point, expose your barriers and excuses; write them on a separate piece of paper. This list is not meant to be dwelled on; it is meant merely as acknowledgement – celebrate as you conquer each barrier or excuse.

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The human brain seems to hum along quite nicely, and without too much effort or complaint, thank you, just using established patterns and routine. However, learning expert and bestselling author Dr. Brian E. Walsh suggests that it can easily do so much better with novelty and random activity added to help build neuronal connections. "In school we had to memorize all sorts of stuff, good for training our young minds, but just memorizing poems, formulae, dates and suchlike wasn't alone enough to enable us to appreciate literature, wonder at science, or gain historical perspective."

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by Brian Walsh Ph.D.

There is a biorhythm operating 24/7 in our body known as the Basic Rest-Activity Cycle (BRAC). While some biological cycles last for many days, the BRAC oscillates consistently at between 90 and 120 minutes.

Rest portion: During this healing response portion of the cycle, there is more right hemispheric electrical activity, a spatial cognitive mode, and a settling down of the autonomic nervous system. Midway through the rest cycle is a trough of about twenty-minutes. This is when many cells of the brain that hold critical messenger molecules, such as adrenaline, are nearing empty. At this point, all the cells in the body are taking time out to replenish, rejuvenate, and rebalance. It is during this part of the cycle that people daydream, and can be most creative. Active portion: During this peak performance period of the cycle, there is greater electrical activity in the left hemisphere, a verbal cognitive mode, and the autonomic nervous system is in a phase of sympathetic predominance. This means that it is "open for business." Heightened physical activity, mental alertness, and energy means that logic, rationality, and a black and white approach are being exercised.

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A new study from the National Institute on Aging finds that guided imagery helps elderly patients to remember to take their medicine. Researchers Linda Liu, Ph.D., of the University of Michigan, and Denise Park, Ph.D., of the University of Illinois found that older adults who spent a few minutes imagining and picturing how they would test their blood sugar were 50 percent more likely to actually do these tests on a regular basis than those who used other memory techniques requiring far more conscious effort.

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A link between guided imagery and memory function was tentatively established in a February, 2000 pilot study by Hudetz, Hudetz and Klayman of the Department of Anesthesiology, Medical College of Wisconsin in Milwaukee. Thirty volunteers, ages 17-56, were randomly assigned to one of three groups and administered the WAIS-III Letter-Number Sequencing Test before and after a 10-min. treatment with either guided imagery or popular music.

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Researchers from the Department of Psychology, University of Bath, UK, conducted a study with 209 pupils to see if a stress management training program could improve their academic performance, yielding very strong results

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Researchers at Texas A&M University Health Sciences Center studied the the effects of varying the amount of physical practice and mental imagery rehearsal on learning basic surgical procedures.

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Three experiments examined some features of hypnotic induction that might be useful in the development of brief memory-facilitation procedures. The first involved a hypnosis procedure designed to facilitate face identification; the second employed a brief, focused-meditation (FM) procedure, with and without eye closure, designed to facilitate memory for an emotional event. The third experiment was a check for simple motivation and expectancy effects.

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This paper makes the case that hypnotic phenomena are liminal in nature and that hypnotic practitioners (such as Milton Erickson) share many traits with traditional societies' "tricksters." The ambiguous nature of hypnosis has been apparent since the days of Mesmer's animal magnetism. Hypnotized people often report hallucinations that confound their ordinary distinctions between reality and illusion, external and internal processes, and many other binary oppositions, including time and space as well as mind and body. In addition, hypnosis can obscure the distinction between fact and fiction in one's memory, as is evident in the "recovered memory" controversy. The role played by imagination is central to both indigenous rituals and hypnosis, and hypnosis is a multifaceted phenomenon requiring explanation at multiple levels. Some investigators and practitioners have missed the importance of the social context in which hypnosis occurs, while others have come close to destroying the most interesting and useful hypnotic phenomena under the guise of objectivity.

Saybrook Graduate School and Research Center, San Francisco, California 94111, USA. skrippner@saybrook.edu

This study examined the types of strategies people use to verify putative childhood memories and the degree to which their preferred strategies are restricted in typical memory implantation studies. We asked subjects to describe a situation in which they recalled a false childhood experience and a hypothetical situation in which they pretended to have developed a false memory after taking part in a memory implantation study. We also asked them how they did (or would) determine the source of the event. We found that subjects relied primarily on other people and cognitive strategies to verify their experiences. These results suggest that laboratory situations cultivate false memories in part because they prevent people from talking to others about the false event, which causes them to rely on less optimal strategies.

Victoria University of Wellington. k.a.wade@warwick.ac.uk

This study investigated the influence of question repetition and question type (answerable, unanswerable, or opinion seeking) on children's recall. A total of 136 children (5-, 7-, and 9-year-olds) watched a live 15-min presentation. One week later, the children were asked 20 questions that were repeated an additional two times within the interview. Accuracy of children's responses to unanswerable questions declined with repetition. Children were more likely to change a response to an unanswerable question than to an answerable question. Overall, children maintained the same answers to only three-quarters of the repeated questions. The most common pattern of change was for children to change their answer the second time a question was asked and then to maintain that answer when questioned again. The high percentage of changed answers within a single interview has important implications for forensic interviewing.

Department of Psychology, University of Sheffield, Sheffield S10 2TN, UK. s.krahenbuhl@shef.ac.uk

This study examined how an erroneous rumor circulated among preschoolers can influence their memory. One fourth of the children overheard a rumor from an adult conversation in which it was alleged that an event the children had not experienced themselves had occurred. A second fourth were the classmates of those who overheard the rumor. A third group had no exposure to the rumor. The remaining children actually experienced the event suggested by the rumor. One week later, the children were interviewed in either a neutral or a suggestive manner. Results from a second interview after a 2-week delay revealed that under both interview conditions, children who overheard the rumor, either from the adult conversation or during naturally occurring interactions with classmates, were as likely to report experiencing the rumored but nonexperienced event as were those who actually experienced it. Most reports of the rumored but nonexperienced event were in children's free recall and were accompanied by high levels of fictitious elaboration.

Department of Psychology, Ursinus College, P.O. Box 1000, Collegeville, PA 19426-1000, USA. gprincipe@ursinus.edu

Researchers at the Mind/Body Medical Institute of the Beth Israel Deaconess Medical Center, looked at the efficacy of the Relaxation Response (RR) in helping to decrease anxiety and accompanying salivary cortisol levels, as well as improve memory and attention span in healthy older adults.

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Researchers at the Department of Rehabilitation Sciences at Hong Kong Polytechnic University find mental imagery to be more effective at promoting relearning

Researchers at the Department of Rehabilitation Sciences at Hong Kong Polytechnic University studied the efficacy of mental imagery at promoting relearning for people after a stroke.

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The main objective of the present study was to empirically verify the effect of hypnotic training programs on the academic performance of students. A pre and posttest design was used. Two experimental and two control groups (total sample N=119) of volunteer second year psychology students at the University of Stellenbosch in South Africa comprised the sample. One of the experimental groups was exposed to active alert hypnosis and the other to relaxation hypnosis. One control group was exposed to progressive relaxation, while the other did not receive any intervention. The participants' April grades were used as a pretest, while their June grades served as a posttest. The two hypnotic training programs had a significant effect on the academic achievement of the participants, which was not found in the control groups. Regarding the efficacy of the two programs, however, no significant difference was found.

Department of Psychology, University of the Free State, P.O. Box 339, Bloemfontein, 9300, South Africa.

The present work was aimed at investigating whether the flanker compatibility effect can be eliminated by means of a posthypnotic suggestion influencing attentional focusing. In Experiment 1, participants who scored high and low on hypnotic susceptibility performed the flanker compatibility task when naturally awake and when under a posthypnotic suggestion aimed at increasing the target's discriminability from the flankers. Results showed that the posthypnotic suggestion effectively eliminated the flanker compatibility effect in highly susceptible participants, whereas low-susceptibility participants did not show any reduction in the effect. In Experiment 2, highly susceptible participants performed the task after receiving a suggestion but without the induction of hypnosis. Results showed that the suggestion alone was not sufficient to reduce the flanker compatibility effect. These results support the view that in highly susceptible participants, hypnotic suggestion can influence the ability to focus on relevant information.

Universita di Modena e Reggio Emilia, Reggio Emilia, Italy.

In 2002, the first author and colleagues reported data indicating that both hypnosis and misleading questions decreased the accuracy of memory reports and decreased "don't know" response rates, that the effects of misleading questions were significantly greater than those of hypnosis, and that the two effects were additive. Using a sample of 194 undergraduate students, the present study replicated the findings that misleading questions reduce accuracy and "don't know" responding but failed to replicate the negative effect of hypnosis on memory reports. Signal detection analysis indicated that misleading questioning produced decreased sensitivity accompanied by higher response bias, though affecting sensitivity more than producing a criterion shift.

University of Windsor, Ontario, Canada. scoboria@uwindsor.ca