This study examined the extent to which hypnotic susceptibility could be modified by means of various types of information modeled on a videotape. Of particular interest was the extent to which hypnotizability could be altered for the initially less susceptible S. Two major informational components were compared: (a) behavioral modeling cues, in which 5s observed a model acquiesce to seven hypnotic suggestions, and (6) verbal modeling cues, in which information was presented designed to correct misconceptions concerning hypnosis as well as provide concrete methods for experiencing hypnosis. Seventy Stanford University students were given a base-line test of hypnotic susceptibility. After the manipulation period, 5s took another susceptibility scale. Several days later, a more difficult follow-up scale was administered. Verbal modeling cues (in combination with motivational encouragement) were significantly more effective than the other cues, even for the initially less susceptible 5s. The results are discussed in relation to social learning and cognitive approaches to behavior change.

Beginning with a discussion of the domain of hypnotic behavior, the controversy between clinical and experimental hypnotists concerning the modification of the ability to be hypnotized is presented. The-next four sections deal with the evidence demonstrating that responsiveness to hypnosis can be meaningfully altered. Modification studies are discussed in relation to sensory alterations, hypnotic set and environmental setting situational variations, training experiences in nonhypnotic behavior, and training in hypnotic behavior. More persistent hypnotic performance alterations are differentiated from transitory changes. Finally, an attempt at synthesizing the findings is presented and directions for future investigation are discussed.

This study examined the extent to which hypnotic susceptibility could be modified by means of induced positive expectancies and written instructions that were designed to correct misconceptions concerning hypnosis as well as to provide concrete methods for experiencing hypnosis. Forty University of Hawaii students were given a base-line test of hypnotic susceptibility and then were randomly assigned to one of four conditions. Subjects receiving the positive expectancy were given false personality test feedback that they were good hypnotic subjects prior to a criterion hypnotic scale. Subjects receiving the written instructions were given 10 minutes to read the information prior to the hypnotic test. Other subjects browsed through magazines prior to testing in hypnosis. Both positive expectancies and written instructions were significantly effective in increasing susceptibility in comparison with practice only. Theoretical explanations are advanced and the implications of these findings are considered.

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