PubMed Health⌕ Search

PubMed · 14768966

Hypnosis, memory, and frontal executive functioning.

Abstract

According to the dissociated-control hypothesis forwarded by Woody and Bowers (1994), the effects of hypnosis are consistent with attenuated frontal lobe functioning. The present study was designed to compare the performance of participants with high and low hypnotic ability on a variety of memory tasks thought to be sensitive to frontal lobe functioning, as well as some control memory tasks not considered to be sensitive to such functioning. Results generally indicated that participants with high hypnotic ability have more difficulty with tasks sensitive to frontal lobe functioning, including free recall, proactive interference, and source amnesia tasks, both within and outside of the context of hypnosis. These differences, which were not found for nonfrontal tasks, are generally supportive of the dissociated control theory of hypnotic responding.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Peter Farvolden, Erik Z Woody. 2004. Hypnosis, memory, and frontal executive functioning.. https://doi.org/10.1076/iceh.52.1.3.23926

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

General practitioners' reasoning when considering the diagnosis heart failure: a think-aloud study.

BACKGROUND: Diagnosing chronic heart failure is difficult, especially in mild cases or early in the course of the disease, and guidelines are not easily implemented in everyday practice. The aim of this study was to investigate general practitioners' diagnostic reasoning about patients with suspected chronic heart failure in comparison with recommendations in European guidelines. METHODS: Think-aloud technique was used. Fifteen general practitioners reasoned about six case vignettes, representing authentic patients with suspected chronic heart failure. Information about each case was added successively in five steps. The general practitioners said their thoughts aloud while reasoning about the probability of the patient having chronic heart failure, and tried to decide about the diagnosis. Arguments for and against chronic heart failure were analysed and compared to recommendations in guidelines. RESULTS: Information about ejection fraction was the most frequent diagnostic argument, followed by information about cardiac enlargement or pulmonary congestion on chest X-ray. However, in a third of the judgement situations, no information about echocardiography was utilized in the general practitioners' diagnostic reasoning. Only three of the 15 doctors used information about a normal electrocardiography as an argument against chronic heart failure. Information about other cardio-vascular diseases was frequently used as a diagnostic argument. CONCLUSIONS: The clinical information was not utilized to the extent recommended in guidelines. Some implications of our study are that 1) general practitioners need more information about how to utilize echocardiography when diagnosing chronic heart failure, 2) guidelines ought to give more importance to information about other cardio-vascular diseases in the diagnostic reasoning, and 3) guidelines ought to treat the topic of diastolic heart failure in a clearer way.

Cognition↗

Infants' formation and use of categories to segregate objects.

Four- and-a-half-month-old infants' (N = 100) category formation and use was studied in a series of five experiments. For each experiment, the test events featured a display composed of a cylinder and a box. Previous research showed that this display is not clearly parsed as a single unit or as two separate units by infants of this age. Immediately prior to testing, infants were shown a set of category exemplars. Knowledge about this category could help infants disambiguate the test display, which contained a novel exemplar of this category. Clear interpretation of the test display as composed of two separate units (as indicated by infants' longer looking at the move-together than at the move-apart test event) was taken as evidence of category formation and use. In Experiments 1 and 5, infants' prior experience with a set of three different boxes that were similar to the test box facilitated their segregation of the test display. Experiment 2 showed that three different exemplars are necessary: prior experience with any two of the three boxes used in Experiment 1 did not facilitate infants' segregation of the test display. Experiment 3 showed that variability in the exemplar set is necessary: prior experience with three identical boxes did not facilitate infants' segregation of the test display. Experiment 4 showed that under these conditions of very brief prior exposure, similarity between the exemplar set and test box is necessary: prior experience with three different boxes that were not very similar to the test box did not facilitate infants' segregation of the test display. Together, these findings suggest that: (a) number of exemplars, variability, and similarity in the exemplar set are important for infants' category formation, and (b) infants use their category knowledge to determine the boundaries of the objects in a display.

Cognition↗

Perception of motion affects language processing.

Recently developed accounts of language comprehension propose that sentences are understood by constructing a perceptual simulation of the events being described. These simulations involve the re-activation of patterns of brain activation that were formed during the comprehender's interaction with the world. In two experiments we explored the specificity of the processing mechanisms required to construct simulations during language comprehension. Participants listened to (and made judgments on) sentences that described motion in a particular direction (e.g. "The car approached you"). They simultaneously viewed dynamic black-and-white stimuli that produced the perception of movement in the same direction as the action specified in the sentence (i.e. towards you) or in the opposite direction as the action specified in the sentence (i.e. away from you). Responses were faster to sentences presented concurrently with a visual stimulus depicting motion in the opposite direction as the action described in the sentence. This suggests that the processing mechanisms recruited to construct simulations during language comprehension are also used during visual perception, and that these mechanisms can be quite specific.

Cognition↗